2023

Diversity & Inclusion Teaching
Assistants (DITA) Notes

INCLUSIVE
TEACHING
AS PRACTICED BY INSTRUCTORSPreface
The Center for Inclusive Leadership (CIL) aims to promote inclusive leadership in
research, education, and practice. It has introduced Diversity and Inclusion
Teaching Assistants (DITA), a new support system to assist faculty in practicing
and promoting inclusive teaching in classrooms and to provide more TA
opportunities that help develop inclusive leadership mindsets among students.
This new system will also contribute to CILʼs research efforts in the field of
inclusive teaching.

DITA Purpose
Promote inclusive teaching
Identify effective practices for inclusive teaching at APU
Understand the inclusive climate of APU
Foster inclusive leadership mindsets and practices
among students at APU

The Inclusive Teaching Notes—Inclusive Teaching as Practiced by Instructors is
a collection of inclusive teaching practices and insights from instructors who haveworked with DITAs in their classes. The Inclusive Teaching as Experienced byStudents are based on 252 students’ responses to a survey conducted by CIL inclasses with the DITA support to understand how students experience inclusive
teaching and identify effective practices for inclusive teaching.

https://en.apu.ac.jp/cil/
https://www.facebook.com/CILsecretariat

TABLE OF CONTENTS
Biodiversity JA...................................................................................................01
USUI Rie
Community Development EA...........................................................................04
KIMURA Rikio
Microeconomics EC...........................................................................................07
KIM SanghoTechnology and New Media EA/New Media and Society EA............................10
MANTELLO Peter A.
International Peace Studies EB........................................................................16
HEO Seunghoon Emilia
Special Lecture in Innovation EA.....................................................................20
RUIZ-NAVAS Santiago
Business Case Analysis and Communication EA..............................................22
ACKARADEJRUANGSRI P.
Biodiversity EA.................................................................................................27
JONES Thomas E.
Business Ethics and Corporate Social Responsibility SM................................30
KIM Rebecca ChungHee
Conflict Resolution SA......................................................................................33
HEO Seunghoon Emilia
Tourism Policy and Planning SA......................................................................36
KUBO Takayuki
Environmental Chemistry EA/Environmental Science EA................................38
MAHICHI Faezeh
AI and Society EA .............................................................................................43
MANTELLO Peter A.
Community Development JA............................................................................48
KIMURA Rikio
Marketing Research JB......................................................................................51
LEE Geunhee

観光開発と計画 JA...............................................................................................54
久保隆行
Intermediate English B EP...............................................................................56
BERGER Maiko
Peer Leader Training I EA.................................................................................59
ROUX Petrus Willem
Statistics EC......................................................................................................61
RUIZ-NAVAS Santiago
World Economy and Global Issues EA..............................................................63
MAHICHI Faezeh
Self-Analysis for Career Design EB..................................................................67
ROUX Petrus Willem
Major Seminar I 33...........................................................................................69
YOSHIDA KaoriPeace Studies....................................................................................................77
HEO Seunghoon Emilia
Preliminary Seminar for Environment and Development/Research Methods
for Environment and Development..................................................................81
JONES Thomas E.
観光地マーケティングとマネジメント JA...............................................................84
久保隆行
Global Media and Conflict ...............................................................................86
MANTELLO Peter A.
Special Lecture in Innovation ED.....................................................................89
MAKINO Emi
Business Data Analysis.....................................................................................92
RUIZ NAVAS Santiago
Media and Communication in the Asia Pacific Region....................................94
MANTELLO Peter A.
Environment & Sustainable Development in Asia Pacific...............................98
MAHICHI Faeze
Community Development FA..........................................................................103
KIMURA Rikio

Special Studies (Development Economics) FA...............................................107
KIM Sangho
Introduction to International Relations.........................................................110
HEO Seunghoon Emilia
Biodiversity......................................................................................................113
MAHICHI Faeze
Entrepreneurship EA.......................................................................................119
MAKINO Emi
MICE産業論 JA..................................................................................................122
KUBO Takayuki
Biodiversity JA................................................................................................124
USUI Rie
Peer Leader Training I ...................................................................................127
ROUX Petrus Willem
Statistics/Statistics I.......................................................................................129
RUIZ NAVAS Santiago
Psychology EB.................................................................................................132GAYDOS Matthew Joseph
UG Business Ethics EB.....................................................................................134
KIM Rebecca ChungHee
Special Lecture in Tourism and Hospitality JG...............................................136
USUI Rie

Biodiversity JA
USUI Rie
Japanese
84 students
ST
SP2023 Q1Course Overview
This course covers the basic knowledge pertaining to Biodiversity from ecological andsocial sciences. Students learn what biodiversity means, how biodiversity has been
formed and assessed from the ecological perspective. They also learn about social issues
related to protecting biodiversity through the discussion of various topics associated withbiodiversity.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is an approach that creates a welcoming environment for all students,
regardless of where they are from, their abilities, or identities. This approach involves
recognizing and valuing diversity, adapting teaching methods and materials to meet
diverse learning needs. It also promotes active and engaged learning among students.
Inclusive teaching not only foster a sense of belonging, but it also encourages respect
and aims to eliminate barriers that hinder students’ learning or marginalize certain
groups. It is not about lowering standards or treating all the students the same, butrather about providing equal opportunities and support to maximize every students’potential.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I established clear expectations of respect and kindness. I encouraged open dialogue,
active listening, and valuing diverse perspectives. I also incorporated group activities
such as group discussions and group micro-debates activities. Collaborative projects andactivities promote teamwork and fosters connections among students. I made a
conscious effort to form groups in a way that members from diverse backgrounds asmuch as possible. I provided opportunities for students to review each other’s papers
anonymously, which allowed them to evaluate each other’s work and it helped them tolearn. Regular feedback and constructive praise help build confidence and a sense of
belonging as well.

01

How did you help students understand course learning
objectives and expectations?
To help students understand the course learning objectives and expectations, I employedvarious strategies. At the beginning of the course, I clearly articulate the learning
objectives, explaining what students were expected to achieve by end of the term. I
provided detailed course syllabi that outlined the topics covered, assessment methods,
and grading criteria. In addition, I employed a survey to assess the student level andknowledge of the topic in the first class. This helped me tailor my class materials toadjust to the current student level. I frequently encouraged questions and regularly
checked for understanding, offering clarifications as needed. I provided simple examples
to illustrated complicated phenomenon when necessary.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
I provided a variety of resources such as videos, visual slides, readings, etc. I incorporated
class discussions, group activities, and micro-debates to encourage active participationand critical thinking. Students were also encouraged to write a position paper on the
topic they discussed in class. I used Moodle forum to encourage students who wererather shy to speak up in the classroom setting. In addition, regular assessments
including quizzes provided opportunities for students to showcase their understanding.
By offering these diverse modes of engagement and assessment, I aimed toaccommodate different learning preferences and encourage students to demonstrate
their learning in ways that best suited their strengths.

How did you make group work more inclusive in your class?
As I mentioned already, I intentionally formed groups by considering diverse
backgrounds as much as possible. I tried to make a friendly classroom environment
where students are encouraged to speak up and could make mistakes. I monitored eachgroup and made sure everyone is participating in the discussions. If there was a student
who wasn’t engaging in a discussion, I encouraged him/her to talk to the groupmembers. Regular check-ins and feedback allowed me to address issues and ensure
everyone had an equal voice. I also provided support and resources to help groups
navigate challenges, fostering a positive and inclusive group dynamic.

How did your TA support your practice of inclusive teaching inclass?
My TA played a crucial role in supporting my practice of inclusive teaching in class. He
actively participated in creating a welcoming environment by modeling inclusive
behavior and fostering positive interactions among students. As some students hastaken other classes which he was helping as a TA, they seemed comfortable talking withhim from the first week, which created a good starting environment for students.
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Whenever necessary, my TA provided support to students with learning needs, offering
individual assistance. He facilitated and monitored discussions and micro-debate,making sure that everyone’s opinion is respected. By working closely with TA, I was able
to identify and address the needs of students and smoothly carry out the course
throughout the quarter. I couldn’t have done it without his support!

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
One new approach I implemented in this class encouraging students to form study
groups to enhance their learning. Bonus points were awarded based on the averagescore of group assignment. Although I allowed students to choose their own study
groups for the purpose of studying outside the classroom, it often resulted in members
who were unfamiliar with each other. While the effectiveness of these study groups
remains uncertain, they did offer some students the opportunity to engage in studying
with new friends outside of the classroom.

03

Community Development EA
KIMURA Rikio
English85 students
APS
SP2023 Q1Course Overview
This course is for students who are interested in community-level development aspracticed internationally as well as domestically. This course aims at helping students
deepen their understanding on theories and practices of community development. In
particular, this course is designed to enable students to delve into epistemologies that
underpin theories and practices. In addition, through the multi-disciplinary approach, it isexpected that students learn various facets of community development. Furthermore,this course also attempts to equip students with some practical perspectives, methods,
and even behaviors as “community development workers” in their current and futuresettings—whether through professional community development organizations, in APU,
in communities where they (will) live, in organizations where they will work, or even in
their families.
Standards for Course Completion
1. Students should be able to explain concepts, approaches, and practice of community
development.
2. Students should be able to identify epistemologies that underpin theories andpractices.
3. Students should be able to analyze a community development project frommultifaceted perspectives.
4. Students should be equipped with some practical methods of community
development as well as increasingly desirable behaviors as community development
worker.
5. Students will acquire multicultural competency**This course emphasizes multicultural learning, in which students (a) understand thediverse ways of thinking and perspectives of APU students; (b) acquire collaborativeskills and attitude needed to overcome differences; and (c) autonomously and actively
learn together.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is where student feel that they are supported by an instructor, a TA
and their group peers so that they feel the sense of belonging. Inclusive teaching is also
where students feel that their differences and uniqueness are valued.

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To be more specific, inclusive teaching is, first of all, interactive teaching where there areregular exchanges of ideas even in a lecture so that their diverse perspectives are
represented in the classroom and they feel included. It also includes effective group workwhere there is mutual help and respect between students so that they feel included intheir groups and their unique perspectives are valued (Kimura et al., 2021). Finally, it isalso teaching where there is democratic space where students are empowered and an
instructor is disempowered towards equalizing their power relationship in order tocreate the sense in which students feel that this is ‘our class.’
Inclusive teaching is not predominantly didactic teaching where an instructor keep
lecturing and treat students an empty container, into which the instructor deposits
knowledge.
Kimura, R., Shin, K., Cutting, M. and Mahichi, F. (2021). Inclusive Leadership Education ina Multicultural Educational Setting: A Review of Conceptual Models, Practices andMeasurements, the Center for Inclusive Leadership Discussion Paper.
https://en.apu.ac.jp/cil/research/CIL_Discussion_Paper_LitReview_Final_rev1.pdf

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I made myself and a TA approachable and available by using a positive welcoming tone
and practicing prompt and sincere feedback to students’ inquiries. A TA and I also strived
for facilitating mutual help among students in their small groups (Kimura, 2020). I also
held an Appreciative Inquiry Workshop in one of the sessions to make the class the bestlearning experiences for students and to empower the voice of students (Kimura, 2017).
Kimura, R. (2017). Creating Classrooms for ‘the Best Learning Experience’ throughAppreciative Inquiry, Ritsumeikan Higher Education Studies (17),pp.131-149.
https://ritsumei.repo.nii.ac.jp/action=pages_view_main&active_action=repository_view_m
ain_item_detail&item_id=8001&item_no=1&page_id=13&block_id=21
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
https://ritsumei.repo.nii.ac.jp/action=pages_view_main&active_action=repository_view_m
ain_item_detail&item_id=13273&item_no=1&page_id=13&block_id=21

How did you help students understand course learning
objectives and expectations?
I added inclusiveness and multicultural cooperative learning as a course learning
objective in the syllabus (see Course Overview above) and verbally explained about it thefirst session of the course. In addition, I conducted peer evaluations wherein students
evaluate their group members’ contributions to group work, thereby implicitly reminding
them of the importance of inclusive group work (Kimura, 2020).

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Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
https://ritsumei.repo.nii.ac.jp/action=pages_view_main&active_action=repository_view_m
ain_item_detail&item_id=13273&item_no=1&page_id=13&block_id=21

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were required to submit mini assignments on Moodle before each session. Thiswas for them to prepare for the session. The significant portion of the class time wasspent on group work where students learned by discussing and exchanging ideas with
their peers (Kimura, 2020). The major part of their group work was used for group casestudy analysis, which was a modified pedagogy of the case method. Finally, students
wrote the final paper, in which they employed and operationalized concepts and theories
learned from the course to craft a community development manual.
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
https://ritsumei.repo.nii.ac.jp/action=pages_view_main&active_action=repository_view_m
ain_item_detail&item_id=13273&item_no=1&page_id=13&block_id=21

How did you make group work more inclusive in your class?
I had pre-session meetings (30 minutes each ) with my TA to particularly discuss group
work of the day. I have done this practice when I was doing MCL through the academic
office (Kimura, 2020) and the Pedagogy Grant research and the DITA research throughthe CIL. I have also accumulated the facilitation and intervention tips through mycollaboration with TAs over the years and passed those on to my TA so that she utilized
those when engaging with small groups (Kimura, 2020) .
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
https://ritsumei.repo.nii.ac.jp/action=pages_view_main&active_action=repository_view_
main_item_detail&item_id=13273&item_no=1&page_id=13&block_id=21

How did your TA support your practice of inclusive teaching inclass?
The same as above. During group work, the TAs mainly facilitated cooperation between
students with strong and emergent English abilities. Moreover, the TAs directly
supported less engaging students and Japanese students with budding English skills.
Having said that, the TAs did not spoon-feed them but facilitated group members tothink together to solve group assignments by indicating which concepts and ideas
learned in the course they should employ.
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Microeconomics EC
KIM Sangho
English47 students
APS
SP 2023 Q1
Course Overview
This course will introduce students to microeconomic theory. The course covers thefundamental theories of the consumer, the firm and markets. Lectures will help students
to understand how microeconomics can be applied as a practical tool for bothmanagerial and public policy decision-making in the real world. Therefore, special
emphasis will be placed on extended applied examples that consist of topics including
the analysis of demand, cost and market efficiency, the design of pricing strategies,
investment and production decisions, and public policy analysis.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching refers to teaching practices that are designed to accommodate diverse
students and create a welcoming class environment for all students. It recognizes thediversity of student origin, abilities, and learning styles and support student success bycreating equitable learning opportunities. Inclusive teaching is not:1. Exclusionary: Inclusive teaching does not exclude or discriminate against any students
based on their race, ethnicity, gender, religion, or other personal characteristics.
2. One-size-fits-all: Inclusive teaching does not rely on a single teaching style orapproach that is applied to all students regardless of their individual needs andcharacteristics.
3. Static: Inclusive teaching is not a one-time initiative, but rather a continuous processof reflection, improvement, and adaptation to changing student populations andneeds.
4. Unwelcoming: Inclusive teaching does not create an unwelcoming environment forany students, but instead fosters a sense of community and respect for all students.
5. Inflexible: Inclusive teaching is not rigid and inflexible but is instead responsive tochanging student needs and adaptable to different learning styles and backgrounds.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
To create a positive classroom environment that welcomes and encourages all students
to participate:07

1. Encourage active participation from all students and provide opportunities forstudents to engage with course material and each other.
2. Foster a sense of community in the classroom by building rapport with students,
encouraging group work, and creating opportunities for students to get to know each other.
3. Be open and approachable and encourage students to ask questions and share theirperspectives.
4. Be mindful of cultural differences and ensure that all students feel respected and valued.
5. Offer constructive feedback and be open to receiving feedback from students on
ways to improve the classroom environment and their learning experience.

How did you help students understand course learning
objectives and expectations?
1. Provide a detailed syllabus that outlines the course schedule, reading materials,
assignment due dates, and assessment methods.
2. Provide regular updates and reminders on course content, deadlines, andexpectations, and encourage students to ask questions or seek clarification.
3. Provide time for group work at the end of class, so they can communicate each otherand working together for group project.
4. Address any questions they have for group work during the group working hours.
5. Encourage students to take an active role in their learning by asking questions,seeking feedback, and participating in discussions and group activities.
6. Offer opportunities for students to review and reinforce their understanding ofcourse objectives and expectations through activities such as quizzes, exercises, orgroup discussions.
7. Encourage ongoing communication with students throughout the course and provide
opportunities for students to provide feedback on their learning experience.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
1. Class discussions: Encourage students to participate in class discussions and share
their perspectives and insights on course material.
2. Encourage group work and collaboration through group projects and activities.
3. Encourage students to give presentations on course topics or work on group projects
that involve presenting their findings.
4. Use exercises, and exams to assess student understanding and recall of course
material.

How did you make group work more inclusive in your class?
To make group work more inclusive in the classroom:
1. Assign group members: Assign group members in a way that encourages diversity
and inclusiveness, such as rotating group members or randomly assigning them.

08

1.
2. Clarify roles and responsibilities: Clearly define each group member's role andresponsibilities to ensure that all students are contributing to the group work.
3. Encourage active participation: Encourage active participation from all groupmembers and provide opportunities for all students to share their perspectives andideas.
4. For the above item, all groups are asked to submit peer review reports that specify
member participation and workload division.
5. Foster open communication within the group and encourage all students to feel
comfortable sharing their thoughts and opinions.
6. Evaluate group work based on individual contributions as well as the collective
efforts of the group to ensure that all students are held accountable for their
participation.

How did your TA support your practice of inclusive teaching inclass?
A teaching assistant (TA) supported inclusive teaching such as:
1. Collaborating with the instructor on designing group presentation and implementingit.
2. This includes:
Making groups by considering country background:
Designing presentation outlines to provide to students as guidelines:
Assisting group works at the end of lectures by Providing feedback to students on
their work, and help students understand course objectives and expectations:
Encourage active participation from all students:
And organizing group presentation held during the last two lectures.
checking every group work hour who participated or not, and who are active or not.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
In this class I have conducted a group presentation, each group are asked to present thecase study and should link with contents in the lecture. I have instructed them to submit
a group presentation plan to ensure for students to understand what they are going topresent. The plan includes presentation topic, brief explanation about their case study,
roles of each member, and way they are going to communicate each other. In addition, I
also asked student to do a group report after the presentation to made sure that all
members are working together and there is no freerides in the group.
Then, I allotted the last two lectures for group presentation, in which each grouppresented about 10 minutes followed by two-minute Q&A session. I asked them tosubmit their presentation files to the designated Moodle project room. I replace the final
exam with group presentation with 30% grade total.

09Technology and New Media EA/New Mediaand Society EA
MANTELLO Peter A.
English35 Students
APS
SP 2023 Q1
Course Overview
Surveillance Studies explore the development of organized observation within society.
This course surveys the evolution of surveillance as a mechanism of social control andprogress. The course traces a historical arc across various time periods (Ancient Times,
the Middle Ages, the Renaissance, the Enlightenment, the Age of Empire, the Industrial
Revolution, WWI, WWII, the Cold War, and finally, the post-9/11 era of Global
Surveillance). The course will show how surveillance, once a signpost of authoritarianregimes became a crucial pillar of modern liberal democracy, particularly, in theadvancement and promotion of life.

In your opinion, what is inclusive teaching? What is it not?
Inclusive learning and teaching identify that all students regardless of race, gender,
religion, ethnicity, political beliefs or socio-economic background deserve a class room
experience that understands, facilitates, and respects diversity. Diversity also means thatthe classroom experience strives to maximize involvement, eradicates borders and is
pro-active in considering the individual learning requirements and preference ofstudents. Inclusive teaching is not just making sure that everyone is included!

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
By ensuring that all students had a voice in the class and that all students were able toparticipate in the group events as well as speak their minds. Importantly, there was a lotof humor that was circulated by both the teacher and the students. It was a very
important key in breaking the ice with many of the students who did not know otherstudents but also lightened the atmosphere and made students feel relaxed and open to
speak their minds.

10How did you help students understand course learning
objectives and expectations?
Students were given lectures and recaps of the lectures. They were also given precise
instruction in their group projects which identified the anticipated learning outcomes.
Students were given online quizzes each week and these quizzes were discussed in thefollowing weeks class. . Conversely, students were able to track the expansion ofsurveillance into other fields (from the health sciences and immigration to online
marketing and law enforcement). The course allowed them to explore the , political, andeconomic forces of surveillance and how the possibilities threatens the very ideals thatliberal regimes purportedly adhere to, namely, an individual’s right to privacy andsecrecy.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were given my lectures for 40% the class time, then based on the lecture topic
they broke up into working groups to research a given break out activity for 30% ofclass time. Then the final 30 % was devoted to each member of each group presenting
one particular aspect of their group activity. In this way, every member of the group.
Please see the group activities.

How did you make group work more inclusive in your class?
Students were given the opportunity to share their unique personal experiences withvarious aspects of systematic monitoring in education, commercial spaces, law
enforcement, surveillance capitalism and public discourse as well as contributing various
cultural perspectives on many aspects of surveillance in daily life. The students wereable by sharing examining various case studies and sharing personal thoughts andopinions critically evaluate key issues regarding surveillance in society. The fact that all
students had to participate in the presentations gave each student a sense of autonomy,
agency and voice.

How did your TA support your practice of inclusive teaching inclass?
The TA made sure to divide the students into diverse groups comprised of various
nationalities. For example, one group was comprised of one American, one Canadian,
one Japanese, one Welsh, and one Korean, while another group was comprised of one
German, one Japanese, one Thai, and one American. The TA also helped create theactivities and suggest ideas to the students during their activities. His contribution
ensured that I would not be too busy, and together, we were able to create a positive,
multicultural environment for the entire class.

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Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
New Media & Society Activity 1
April 12, 2023
Instructions
For today’s in-class activity, discuss this video amongst the people sitting with you, andwrite a short essay answering the following questions:
1. What is the ethical dilemma regarding the technology used in Ad Astra, according to
the video creator? (250 words)
2. What are the main points of the video? (250 words)
New Media & Society Weekly Report 2
April 18, 2023
Instructions
Make sure to put your names and student IDs at the start of the document.
Please follow this format.
Submission Deadline
April 19, 2023 – 14:00 JST
Each person must submit individually. You should write it as a group, but each person
must submit the same version.
If you like your current group, please type: I WANT THIS TO BE MY PERMANENTGROUP at the end of your document submission. If you would like to be reassigned to adifferent group, please type I WANT TO CHANGE GROUPS at the end of yourdocument.
For today’s in-class activity, discuss the use of apps like Vigilante / Citizen amongst thepeople sitting with you, and write a short essay answering the following questions:
1. What is the main moral issue behind the usage of apps like Vigilante / Citizen? (150words approx.)
2. Explain the possible reason(s) behind Vigilante’s / Citizen’s rebranding. (150 words
approx.)3. What are the main differences between the promotional ads of Vigilante andCitizen? What films or art forms do the ads evoke? (300 words approx.)

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New Media & Society Weekly Report 3
April 26, 2023
Instructions
Make sure to put your names and student IDs at the start of the document.
Please follow this format.
Submission Deadline
April 26, 2023 – 14:00 JST
Each person must submit individually. You should write it as a group, but each person
must submit the same version.
For today’s in-class activity, discuss the concept of workplace surveillance amongst thepeople sitting with you, and write a short essay answering the following questions:
1. What is the main moral issue behind monitoring employees, whether it’s while theywork from home or at the office? (250 words approx.)
2. Explain the influence of Taylorism on the surveillance of the workers in the modern
workplace. (250 words)
3. Give examples of workplace surveillance that haven’t been mentioned in class

New Media & Society Weekly Report 4
May 3, 2023
Instructions
Make sure to put your names and student IDs at the start of the document.
Please follow this format.
Submission Deadline
May 3, 2023 – 13:00 JST
Each person must submit individually. You should write it as a group, but each person
must submit the same version.
For today’s in-class activity, discuss an instance of mass surveillance (indiscriminate
surveillance) in the past ten years amongst the people sitting with you, and create apowerpoint or write an essay answering the following questions:
1. Describe the example of mass surveillance that you have chosen. (150 words
approx. / 1-3 slides)
2. What are the moral issues behind your example of mass surveillance? (250 words
approx. / 3+ slides)
3. Suggest ways to counteract your example of mass surveillance, or suggest analternative to that specific act of mass surveillance (200 words approx. / 3+ slides)
Your group may be randomly chosen to present your powerpoint / essay before theend of the second period class.

13

New Media & Society Weekly Report 5
May 10, 2023
Instructions
Make sure to put your names and student IDs at the start of the document.
Please follow this format.
Submission Deadline
May 10, 2023 – 13:00 JST
Each person must submit individually. You should write it as a group, but each person
must submit the same version.
For today’s in-class activity, discuss the history of policing and the usage of fingerprints
amongst the people sitting with you, and create a powerpoint or write an essay
answering the following questions:
1. Describe a specific instance in which a police force has taken advantage of a citizen’s
private biometric data (fingerprints, handprint, photograph, inscription, etc.) (250
words approx. / 1-3 slides)
2. What are the moral issues behind your example? (250 words approx. / 3+ slides)
3. Suggest ways to counteract your example without compromising public safety (250
words approx. / 4+ slides)

New Media & Society Weekly Report 6
May 17, 2023
Instructions
Make sure to put your names and student IDs at the start of the document.
Please follow this format.
Submission Deadline
May 17, 2023 – 13:00 JST
Each person must submit individually. You should write it as a group, but each person
must submit the same version.
For today’s in-class activity, discuss the history of fingerprinting amongst the people
sitting with you, and create a powerpoint or write an essay answering the following
questions:
1. Describe an instance in which fingerprint misidentification has occurred and theconsequences of that misidentification. (250 words approx. / 1-3 slides)
2. What are the moral issues behind your example? (250 words approx. / 3+ slides)
3. Suggest ways to prevent fingerprint misidentification in the future, and suggest
alternatives to fingerprinting. (250 words approx. / 4+ slides)

14

New Media & Society Weekly Report 7
May 24, 2023
Instructions
Make sure to put your names and student IDs at the start of the document.
Please follow this format.
Submission Deadline
May 24, 2023 – 14:00 JST
Each person must submit individually. You should write it as a group, but each person
must submit the same version.
For today’s in-class activity, discuss the following article about the 5 ways AI will change
work amongst the people sitting with you, and create a powerpoint or write an essay
answering the following questions:
1. Describe a job or career not mentioned in the article which will be changed
irrevocably by Artificial Intelligence. (250 words approx. / 1-3 slides)
2. What are the advantages and disadvantages to your chosen example? (250 words
approx. / 3+ slides)
3. Suggest ways to improve your example using AI without replacing the specific job.
(250 words approx. / 4+ slides)
4. In your own words: Why would we employ people? (250 words approx.. / 5+ slides)

15International Peace Studies EB
HEO Seunghoon Emilia
English21 students
APS
SP2023 Q1Course Overview
Just like in personal relations, countries constantly create, break or rebuild their relations
with other countries. It is not because country X has built up once a friendly relationshipwith country Y that they remain friends forever. Human nature dictates that it is easier tobreak a relationship than to rebuild a broken one. In other words, it is perhaps easier tohate someone we once loved than to love someone we once hated. However, we all
have experienced in our life the pain that “division” brings to us. We may know whatpeace means (or at least how it looks like). But we do not always know how to achieve it.
Not everyone is capable of rebuilding a broken relationship. International Peace Studies(IPS) invites undergraduate students to think about what Abraham Lincoln once said: “Idestroy my enemies when I make them my friends”. The course first offers a broad
overview of key concepts and ideas in international peace and reconciliation studies. We
then explore various actors who contribute to rebuilding a broken relationship acrossnational borders through readings, discussion, pop quizzes, and group work. Finally, thecourse engages students to reflect upon a fundamental question: “How can I contributeto make a change I wish to see in our world?"

In your opinion, what is inclusive teaching? What is it not?
In my opinion, inclusive teaching (incl.T hereafter), an art of dialogue between andamong instructor and students, refers to, but not limited to, the following three elements:
First, in the most basic idea, incl.T refers to pedagogical methods that invite students feel
welcomed and comfortable participating in class regardless of their origin, nationality,
gender, culture, religion, and political affiliation. Second, in International Relations(IR)classrooms, incl.T encourages students,exposed to various,often conflicting andcompetitive, national narratives to learn and reflect the issues through the eyes of others.
Third, incl.T promotesteaching methods that are interactive and interdisciplinary, using
multiple pedagogical tools such as music, visual arts, kinesthetic learning in bothlecturing and group activities.
What incl.T is not is the exact opposite: a teaching style that risks making students feel
excluded depending on their personalaffiliation; that presentsa one-sided narrativeor
selective part of a whole story; and that makes little efforts in diversifying pedagogicaltools to encourage students learn IR in a morepassionate and exciting way.

16

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
As IR issues tend to be heavy and hard to dig into it (e.g. crimes against humanity, war,
global climate change, etc.),I tried to start the class with anecdotes, newspaper articles
review. I also invitedstudents to share their own interest in each topic. I also tried toremember their name and call upon them as much as I can to create a family-likeatmosphere.
Before each class started,I showed a short musicvideo clip relatedto the course theme.
Examplesinclude U2 Ukraine support music live, Heal the world by Michael Jackson,
Semina la pace by Gen Rosso etc. It helped students to get interested in the course andconcentrate for one koma. I openeda discussion forum on Moodle Threads to invite
students to share their idea of music related to the peace theme and selected a couple ofthem from the mid semester. Besides, DITAs were always presentin and outside theclassroom to respond to students’ inquiries, difficulties, orquestions.

How did you help students understand course learning
objectives and expectations?
I clearly stated the course learning objectives and expectations in the detailed syllabus(uploaded on Moodle before the class started)and spend enough time during the firstclass to explain it one by one. For details, see IPS syllabusSP1Q. I and DITA
remindedstudents of the learning objectives and expectations duringthe semester: I for
example wrapped up today’s class and introduced the next class theme by repeating theobjectives and expectations. DITA created re-cap sessions thatallowed students to freely share their idea, concern, or learning point of each class.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
I invite students to be actors themselves
through various creative activities in class.
Students for instance draw their perception ofpeace to share their own thoughts before
getting exposed to scholarly works (Images).
Inspired by the East-West Divan Orchestra
performance we watched to discuss the
Israeli-Palestine conflict, students made theirown lyrics on comfort women issue and had a
rap battle in class. This way, students became
self-motivated to learn.

17

A student suggested a movie night (Image:Student-made poster) and introduced The
Woman in Gold to explore what we learned.
Another student suggested we read novels
and come present the content in relations topeace studies (My Novel Pick activity). Somewent further searching for journal articles of
their own interest. I offered them an
opportunity to launch a reading session
during which studentscan present a reading
and animate a discussion.

How did you make group work more inclusive in your class?
During the very first class, I created a who’s who card game on Moodle (Each student
briefly presents themselves including a nickname and list three points that identify themuniquely). I tried to remember their nickname and called them at least once during thesemester. I sometimes read the three points (very fun elements) and asked them toidentify themselves, which played like a game. It helped them all to feel relaxed andwelcomed and get to know each other better. To make group work activities more
inclusive during the semester, I and DITA made efforts to prepare them in advance (e.g.
pre-assigned questions or essays as spending some time to learn about the content help
students become more active in sharing their point of view about an issue),found a way
to make groups with students from APU and exchange students.
To maximize the richness of APU multicultural
student body, I created APU History Museum
Design workshop during which each group(pre-set with multiple nationalities)
collaboratively works to decide what part ofhistory to display,‘whose’ narrative to feature,
and which means (e.g. oral history, facts only,
pictures) to use. Students enjoyed theprocess, which motivated them to study moreon the WW2 legacy.

How did your TA support your practice of inclusive teaching inclass?
DITA was present in class every week and took special care of students whenever theyneeded feedback or advice. DITA was also in charge of dealing with students email
related to the course inquiries. DITA offered tutoring sessions on academic writing andre-cap sessions for difficult content whenever students asked for help.

18

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Syllabus (Detailed Version)
Syllabus is a crucial material to help students understand not only the content of thecourse but also the flow, assessment, etc. At MinnesotaFD workshop I participated in2018, I learned how to write an inclusiveand constructive syllabus. The overall structureof the 10 page-long syllabus is as follows: [1] Cover image reflecting the main theme ofeach lecture; [2] Course description, goals, and teaching style (interactive learning) inwhich I describe main activities of multicultural and inclusive learning; [3] Course reading
and assessment in which I give instructions on how to effectively do the readingsand
what elementsare crucial for academic writings, quizzes, and performances; [4] Weekly
courseschedule in whichI provide an opening question,a brief description, a list ofrequiredand recommended readingsfollowed by a detailed explanation of group
activities.

19

Special Lecture in Innovation EA
RUIZ-NAVAS Santiago
English49 students
APM
SP2023 Q1Course Overview
Innovation is vital to achieving and sustaining competitiveness. However, it is not a
simple task as we see companies emerge and fall. In this course, we will walk throughfundamental concepts about management of innovation to provide the students with thetools to face and solve the innovation challenges present in their industries ororganizational context (e.g., private companies, non-profit, startup or government).

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is making the environment in and outside of the classroom a “safe”
one, where students, professors and guests feel they can express and be themselves,
the teaching contents are inclusive of student’s backgrounds and connect to their culture
and personalities. In general, it is an experience where the stakeholders involved inteaching are aware and act on the teaching and learning environment making it a place
where everyone is welcome to be themselves while learning.
By environment I mean, class content, feedback, curriculum, etc.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I revised the examples provided in class to be general and applicable to all students’backgrounds.
I checked the language I used to make it accessible, for example avoiding jargon andcomplicated words.
I asked DITA to help students with any issues regarding groupwork, plus I included
various warming up groupwork activities so the students could meet each other to getused to their new groups.

How did you help students understand course learning
objectives and expectations?
Wrote them in the Syllabus.
Explained all over again the content of the syllabus in the first class and took their questions.
20Show them the activities we were going to do to achieve the objectives.
Explained the why behind the objectives of the class.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Groupwork
Quizzes
In-class activities
Question and answers
Asynchronous work by Discord

How did you make group work more inclusive in your class?
DITA is key to helping the groups to solve their communication problems, such as
language barriers, cultural misunderstandings and even personality conflicts. The DITA
checked on the work of the groupworks during class and reported when difficult issues
emerged.

How did your TA support your practice of inclusive teaching inclass?
As explained above.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass. Please feel free to attach a photo, link or file.
I do check the contents of the class previously to see if they are culturally aware.
Also, I explain the class norms and during all classes that the floor is open to questions
and challenges to knowledge, but these must be nonjudgmental, respectful, andconstructive.
We have random group assignments, and the DITA helps them with communication andgroup cohesion.
One specific example of activity is their mid-term where I asked them to look forinnovation from their own countries and not to use widely known examples of innovative
companies such as TESLA or GOOGLE.

21

Business Case Analysis and Communication
EA
ACKARADEJRUANGSRI P.
English165 students
APM
SP2023 Q1Course Overview
In this course, students will apply the basic business knowledge and strategic
frameworks/concepts that you have learned in the core and specialized business subjects
to aid business/organization identifying the problems or opportunities and developing
the solutions. The course provides student with opportunities to refine the essential skills,
such as analytical and critical thinking, quantitative analysis, problem solving, systemthinking, creative thinking, interpersonal skill, presentation and business communication,and collaborative teamwork. The course also covers various topics in business andmanagement, including but not limited to market development, transformation strategy,
profitability and growth, international business, crisis management, leadership,
responsible management, and others. The following are the specific learning objectives
for this course:
Integrate fundamental business knowledge in order to analyze, solve the problems,and propose business solutions;
Deliver persuasive business communications in both verbally and writing;
Develop analytical and critical thinking skills;
Work collaboratively in team;Prepare for case competitions and job interviews;
Below is also the breakdown of class assessment:
Participation in class discussions/activities and peer judging 20%
Individual midterm report (case analysis) 20%
Group case analysis and presentation 30%
Final group case analysis and presentation (Case competition practicum) 30%

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is enabling all students to have an equal chance to learn byconsidering the diverse needs and backgrounds of all students to create an inclusive
environment, where all students feel valued, comfortable to share ideas and appreciatedthe differences.

22

For what could not be considered as inclusive teaching is the teaching that focused on
the instructor (teacher focused learning). The class is designed based on the instructor's
preference with less consideration on student background and learning pace. Different
ideas or opinions are not welcome to discuss during the class. The course design does
not well plan and align with learning objective as well as does not encourage thediversity.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Students raised questions and participated in discussion throughout the class. Thismeans the students can contact instructor/TA/DITA via e-mail for class related matter
during pre and post class. While during the class, there were several mini class activities
to encourage student discussion and participation. For the post class, there was weekly
group assignment, which students had to work in team (see picture (a)). Students shared
their understanding about the case and discussed about potential solutions with theirpeers. In this class, there will be no judgement what is right or wrong as long as thestudents clarify their rational behind with references. This direction has been highlighted
since day 1 to encourage and comfort student participation throughout the class.

(a)

How did you help students understand course learning
objectives and expectations?
Providing explicit class materials (including ppts in details, assignment instructions andrubrics, assignment feedbacks) on class Moodle with the support from TA and DITA (seepicture (b)). Students were required to study the materials before joining the class. The
class assessments and learning objectives was explained during the first session andreinforced throughout the class.

23

There was a peer evaluation when there was a group assignment. Good examples ofgroup case analysis and presentation were also provided to set the expectation. In case,students had questions, they can contact instructor team (including TA and DITA) via email or raise the questions during the class.

(b)

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
The following are the multiple ways for students to engage with the course materials
and demonstrate their learning:
Personal contact: contacting via instructor’s/TA’s/DITA’s email (24 hrs response time)
Class Moodle: using multiple Moodle functions, to share Resources (class ppts, materials,
video, assignment instructions and rubrics, class policy, examples of group case analysis
and presentation), create communication threads, make class’s announcement, submit
assignment for individual work, project for group work, and receive assignment
feedbacks and comments.
Note: Since the class materials was posted on class Moodle at least 2-3 days before theclass, thus, it allowed students to have enough time to download and study before theclass.
Microsoft form/survey: students was required to participate in peer
judgement/evaluation by answering the survey. In the peer evaluation, there was also thecomment section where students could share the descriptive feedbacks to their peers forfurther improvement (see picture (c)).

24

(c)

How did you make group work more inclusive in your class?
As mentioned in previous section, to enhance MCL and inclusion in group work, the TA
and DITA worked very hard to form the teams with good mix of diverse backgrounds(see picture (d)). The following are the criteria:With the same time zone (+/2 differences)
Good mix of business case competition experiences
Good mix of business case analysis experiences
Good mix of specialization within a teamGood mix of strategist, marketer, insights and financial
Good mix of nationalities
Moreover, to avoid free rider, each member is required to submit the peer evaluation at
the end of semester. They can freely write how each member has been performed andcontributed to the team.

(d)25How did your TA support your practice of inclusive teaching inclass?
For this course, I am very thankful to have the 2 TA supports, in which one of the TAs is
DITA. The TAs have played an important role in facilitating and managing the BCAC
class. They helped forming teams with diverse backgrounds. They recorded and tracked
student participation weekly. They also provided feedbacks to the team’s weekly
assignment. The DITA also attended the in-person class and helped set up the hybrid
system. As a result, we were able to solve many technical issues and group concerns inreal time. With the help of DITA, we were able to solve the issue without delaying theclass. Free rider and personal conflict in team were the other examples of group related
concerns. With these, the TAs worked very hard to investigate the group situation andmade necessary action, including motivating the team to overcome the challenges. The
TAs also acted as the gatekeeper and coordinator, contacting the inactive student(s) toparticipate into group work/group activities. Many students also preferred to e-mail theTAs asking for class related questions, thus, the respond rate was very quick, and wewere able to answer student’s e-mails and solve the concern within 24 hrs. The TAs also
served as Zoom and hybrid class’s experts, with their helps, I can focus on classdelivering, discussion, inclusive teaching and learning, while they managed the system.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Besides the above-presented examples, 2 out of 6 cases that we discussed in the classare addressing the DEI, sustainability, and social responsibility, you may find these 2
cases as follows:
Read Ørsted-Wind of change: Shaping the future (focuses on SDGs)
Fingertalk: Breaking the Silence and Empowering the Special Needs (focuses on D&I)

26

Biodiversity EA
JONES Thomas E.
English14 students
ST
SP2023 Q1Course Overview
The seminar deals with a range of Biodiversity topics according to the students’ interestsand especially related to protected area management and alien invasive species. We
exchanges ideas to develop analytical thinking while instilling, reviewing and improving
core research skills as per the course outlined below.
#1 Guidance & CBD#2 Biodiversity & Protected Areas#3 Biodiversity in crisis#4 Biodiversity & natural World Heritage sites#5 Shiretoko bears & deers#6 Biodiversity & Invasive Species#7 Practicum: set-up group presentations#8 Flipgrid Demo video#9 Biodiversity Impacts#10 Marine Protected Areas (Iriomote)#11 Rabbit island#12 Green buildings & BD
#13 Toki reintroduction#14 Review

In your opinion, what is inclusive teaching? What is it not?
APU is an ongoing experiment in inclusive teaching to try and establish a moreinternational learning environment in Japan. In my class, we try to steer students towards
inclusive learning by:encouraging conversations about diversity, equity, and inclusion
meeting the needs of a diverse student mix in actual and online classrooms
encouraging students to be respectful of other students’ opinions

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
By establishing ground rules such as:27

Allowing all speakers to say their piece
Be respectful of other students’ opinions“Pass the baton” – one speaker at a time
Keep confidentiality & ask permission to use photos etc.

How did you help students understand course learning
objectives and expectations?
This course aimed to help students understand course learning objectives andexpectations by:
Stating them clearly at the start of class & sharing the slides to each class at the endof lesson (previously I shared them before class, but found students were less likely
to listen!)
Posting announcements on Moodle (esp. upcoming deadline reminders etc)
Having TAs introduce specific learning objectives and assignments
Having TAs or students provide model examples for specific learning goals

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
For the Grade Evaluation Method we used a mix of in-class Moodle quiz & assignments,
together with periodic review tests taken outside class hours to engage with course
materials and demonstrate their learning of fundamentals. In addition, extra readingmaterial was provided in the form of DOIs, video or podcast links or PDFs for interested
students to carry on reading in their own time. Also there was a Flipgrid case study
video presentation with several stages (※see next question).

How did you make group work more inclusive in your class?
encouraging students to meet and mix in and out of classroom hours via a Flipgrid casestudy video presentation with several stages (※see below).

How did your TA support your practice of inclusive teaching inclass?
Having TAs introduce specific learning objectives and assignments
Having TAs or students provide model examples for specific learning goals
Having international students as TAs, together with foreign faculty teaching theclass in Nihongo, encourages the students (especially Japanese students) to reconsider their idea of multicultural learning environment. Some are quite resistant
and we do get some complaints, but many also rise to the challenge to develop their“APU spirit” as true global citizens.

28

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.

29

Business Ethics and Corporate Social
Responsibility SM
KIM Rebecca ChungHee
English50 students
APM/GSM
SP 2023 Q1
Course Overview
The course takes a cross-cultural approach to business ethics and CSR (corporate social
responsibility). This subject examines business from an ethical and sustainable
perspective. In particular, it explores the existence of corporations in liberal democracies
and contemporary capitalist societies; ethical concerns surrounding multinational
corporations and globalisation; various issues of applied ethics; management of businessethics; and sustainable concerns on business (e.g., CSR, CSV [creating shared value], UN
SDGs [UN sustainable development goals], and ESG [environmental, social, andcorporate governance]). The main concepts and theories underpinning the businessethics and CSR fields will be introduced, and you will have the opportunity to use thesein
understanding business related issues. Teaching will consist of a mixtureof lectures, classexercises, simulation, group discussions, mock viva, and the use of multi-media.
Considerable emphasis will be placed on student participation in class, with the aim ofpromoting ethicaland sustainable reflection on the many important issues thatsurroundbusiness-society relations. Ultimately, the aim of the subjectis to enable you torecognise and reflect upon complex ethicalproblems with a view to enhancing youranalytical, decision-making, and managerial skills.

In your opinion, what is inclusive teaching? What is it not?
To make inclusive environment in teaching and learning is the key. I think how to educate“transferable skills” is critical in inclusive teaching. Students, by learning and developing
an appetite for reflective, adaptive and collaborative learning, the transferable skill andinterpersonal skills for effective listening, negotiating, persuasion and presentation, canbe learned.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
As always, I’ve initiated the new occasion to create inclusive and active environment.
This year, I’ve initiated the COIL (Collaborative Online International Learning)
programme.

30

By using this international programme, students demonstrated their fabulous multicultural learning along with collaboration of students from the UK (Coventry University
and Reading University). Three campus students critically discussed on the different
perspectives on CSR/Sustainable Management/ESG and created suggestions for bothcompanies in Asia and the west. The COIL programme gives the students at the three
universities the opportunity to research and work with each other, thereby increasing
their intercultural communication and reflective skills and building networks.

How did you help students understand course learning
objectives and expectations?
MBA discussion is different to the UG one. In this regard, I gave some kind of polite butvery critical warning at the beginning of the class that the expectation to MBA students
is different to UG students – such as “Never forget that you are “reading and working”
for a postgraduate qualification.” Beyond regular lectures, I provided full supplement
reading list and selected journal list along with emphasizing the fact that “this is anintellectually challenging subject that requires you to demonstrate the ability to analyse,
synthesise and offer critique.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Beyond contemporary research and case studies, I used kind of ‘imaginary story’ ofbusiness ethics, KAL Nut Rage scandal and Viva examination. By researching andexperiencing these different tools/methods, students can understand that each one’s
approach to ONE ethical problem is different according to each nation’s institutional
context. It makes students to learn professional practical skills of self-awareness,
openness and sensitivity to diversity in terms of norms and responsibility.

How did you make group work more inclusive in your class?
Diversity is the key for group designation. At the first class, I asked each one to introduce
their working experience, background and what they want to learn in this Business
Ethics & CSR class. In addition, my DITA TA asked to each one their nationalities
through Moodle. All these components were considered in group designation.

31

How did your TA support your practice of inclusive teaching inclass?
I taught main theories, practices and issues by interactive lecture and discussion. After
that, I usually ask my DITA TA to facilitate case study discussion by using theories thatthey’ve learned in the class. The TA should find the issuesand “encourage” theintellectual and inclusive debatesas possible as he can, not only debates by some big
voices – that’s my proposal to the DITA TA.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
In the group presentation, students should assess each other and should ask criticalquestions to other groups. It’s not a regular presentation for just listening to it. It is
important for student to learn how to critically and systematically debate with multisided understanding of business ethics in global market. Mature students were happy toshare their experiences and were capable of encouraging each other by asking
critical(many times, constructive) questions.

32

Conflict Resolution SA
HEO Seunghoon Emilia
English19 students
Graduate School APS
SP 2023 Q1
Course Overview
Conflict Resolution invites graduate students to critically think about the rationale ofconflict resolution and peace building as a political concept as well as a social
phenomenon in international relations. After a brief overview of basic concepts in thefield, we first examine traditional methods to conflict resolution such as negotiation,
mediation or international organization. We then explore twenty-first century approaches
ranging from nonofficial diplomacy, soft power, reconciliation, and peace education.
Particular attention is given to who and how, in other words, actors involved (e.g. policy
makers, state leaders, civil society, international or regional organizations, NGOs, youth,
historians, teachers, artists) and methods used to facilitate the crafting of conflict
resolution and sustainable peace.

In your opinion, what is inclusive teaching? What is it not?
In my opinion, inclusive teaching (incl.T hereafter), an art of dialogue between and among
instructor and students, refers to, but not limited to, the following three elements: First, inthe most basic idea, incl.T refers to pedagogical methods that invite students feel
welcomed and comfortable participating in class regardless of their origin, nationality,
gender, culture, religion, and political affiliation. Second, in International Relations (IR)classrooms, incl.T encourages students, exposed to various, often conflicting andcompetitive, national narratives to learn and reflect the issues through the eyes of others.
Third, incl.T promotes teaching methods that are interactive and interdisciplinary, using
multiple pedagogical tools such as music, visual arts, kinesthetic learning in bothlecturing and group activities.
What incl.T is not is the exact opposite: a teaching style that risks making students feel
excluded depending on their personal affiliation; that presents a one-sided narrative or
selective part of a whole story; and that makes little efforts in diversifying pedagogicaltools to encourage students learn IR in a more passionate and exciting way.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?

33

1. Each lecture starts with an ice-breaking game. Samples include choosing a flag of anation and find classmates from the same continent before answering quizzes
together; writing a who’s who card (identity game)in which students are invited toshare three points of one’s own (true and false).
2. Each class has both required and recommended readings carefully selected topresent narratives from opposing sides. Students are given a weekly assignment tolearn both sides of the argument before coming to the class for group activities.
3. I then invite students to share their own conflict narratives based on life experiencethrough high school education in class, which makes IR closer to their life and allows
students to understand why the other side does not always think the way I do, acrucialelement for a conflict resolution class in a multinational setting.

How did you help students understand course learning
objectives and expectations?
I clearly stated the course learning objectives and expectations in the detailed syllabus(uploaded on Moodle before the class started)and spend enough time during the firstclass to explain it one by one. For details, see CR syllabus 2023SP. I and DITA remindedstudents of the learning objectives and expectations during the semester: I for example
wrap up today’s class and introduce the next class theme by repeating the objectives
and expectations. DITA created a re-cap session that allowed students to freely share
their idea, concern, or learning point of each classes.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
While the lecture content was based on book chapters and academic journal articles, I
allowed students to read novels (we offered a suggested reading list that include forexample The Night by Elie Wiesel, Pachinko by Minjin Lee, Sunflower by Simon
Wiesenthal... ) that helps students grasp the concept of peace and invited them topresent their impression and reflection.
DITA was in charge of managing the discussion forum on Manaba. Every week, we hadinternational news forum where students pick up a news related to the course content
and present it, or other week by week theme (e.g. during the visualizing IR week,
students could share their visit to gallery, museum etc. that helped them reflect onpeace).
During the last week, students formed groups and chose various methods (e.g. street art
presentation as story telling method, game play, pre-recorded video for a theatre play) topresent what they have learned during the semester.

How did you make group work (if any) more inclusive in yourclass?

34

During the very first class, I created a who’s who card game on Moodle (Each student
briefly present themselves including a nickname and list three points that identify themuniquely). I tried to remember their nickname and called them at least once during thesemester.I sometimes read the three points (very fun elements) and asked them toidentify themselves, which played like a game. It helped them all to feel relaxed andwelcomed and get to know each other better.
To make group work activities more inclusive during the semester, I and DITA madeefforts to prepare them in advance (e.g. pre-assigned questions or essays as spending
some time to learn about the content help students become more active in sharing theirpoint of view about an issue), found a way to make groups with students from APU andexchange students.

How did your TA support your practice of inclusive teaching inclass?
DITA was present in class every week and took special care of students whenever theyneeded advice or feedback. DITA was also in charge of dealing with students email
related to the course inquiries. DITA offered wrap up sessions, tutoring sessionson
academic writing, and re-cap sessions for difficult content whenever students asked for
help.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Thanks to the creative and multicultural collaborative teaching methods I started
practicing in AY2022, APU academic office suggested me to open one of the lectures inconflict resolution class this year. APU admissions office joined us to take pictures for
APU promotion (https://www.instagram.com/p/Cs3CE0kKLhW/).
Not only IR professors but those from ED and EDLSC came as well as APU staff
members and students not registered in this class.

35

Tourism Policy and Planning SA
KUBO Takayuki
English16 students
GSA
SP2023 Q1Course Overview
This course is designed to respond to the following questions on Tourism Development:- What is Tourism? What is Tourism Policy?
- Why Tourism Policy is necessary?
- What should be planned under Tourism Policy?
- How to conduct survey for Tourism Planning?
- How to create a Plan for Tourism?

In your opinion, what is inclusive teaching? What is it not?
Inclusive education means that all students who wish to take a class would not only
simply attend the class but also participate in activities set up inside and outside theclassroom, and have the opportunity to learn from each other, including instructors.
Students can always receive support for inclusive learning.
I don't think classes that focus on one-sided information provision from instructors as
inclusive education. On the other hand, it is necessary for the students themselves tohave an awareness of actively participating in inclusive education, and I think that
instructors need to draw out their motivation.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
During the orientation for the first class, I explained that this class is an inclusive learningclass and explained that all students would be cared by the instructor and DITA.
During the group work, instructor and TA communicated with each group member andgave guidance to avoid students to drop out of the group work.
I have set up a reporting space in Moodle to make students easy to ask questions andconsult individually to the instructor.

How did you help students understand course learning objectives
and expectations?
During the orientation for the first class, I explained the goals of the class in detail andexplained that the instructor's goal is for all students to achieve the goals and get good
grades.
36

In your class, what were the multiple ways for students to engage
with your course materials and demonstrate their learning?
Assuming that the lecture PPT materials will be distributed electronically the after class,students were encouraged to take notes during the class and review using the PPTmaterials after the class.
At the end of each class, students were asked to submit a short report for their review work.

How did you make group work more inclusive in your class?
When forming groups, students are divided into several types based on how well they
are working on assignments submitted in advance so that active students and non-active
students can be distributed to each group in a well-balanced manner.
In each group work, I and the TA walked around to check if there were any students left
behind.

How did your TA support your practice of inclusive teaching inclass?
During the group work, my TA walked around the groups to support their work.
At the group work presentation, my TA managed the presentation time of each group.
Outside of classroom, my TA checked the submission status of assignments submitted to
Moodle and reported to me. If necessary, I asked my TA to contact the students
individually and assist their difficulties.
My TA gave the students brief feedback comments on their learning declarations to Moodle.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
For this course, I assigned students to analyze and make a tourism policy plan for Beppu
Kitahama area for their group work subject since many of them live at AP House 4 near
Kitahama area. They did not only work inside the classroom but also outside theclassroom at the project site, walking around the site discussing each other.

37

Environmental Chemistry EA/
Environmental Science EA
MAHICHI Faezeh
English210 students
APS
SP 2023 Q2
Course Overview
The course was designed to help students to understand the basic concepts andprinciples of environmental science and environmental issues. Upon completion of thecourse, students were expected to be able to analyze the causes of various
environmental issues and preventable measures.

In your opinion, what is inclusive teaching? What is it not?
The teaching method for this class was “Inclusive Learning and Inclusive Teaching”. I
have tried to apply active learning methods to encourage every student to participate intheir own and other group members’ learning process.
The class had mainly four actors: 1) the students, 2) the TA, 3) the instructor, and the 4)
guest speaker.
The 210 registered students were grouped based on students’ international/domestic,
English-language based/Japanese-language based by the TA and the instructorin groups composed of 5~6 students (to have a relatively mixed students based on theirlanguage skills and background knowledge). The students, with the support of TA and
instructor, were instructed and encouraged to work inclusively throughout the course in
the following three main course activities:
Lecture Questions’ submission in Moodle: The lecture questions were followed
up assignments for each class. Based on the learning design of the course, thesequestions have guided the students to review the content discussed in each class.
Each group member was encouraged to read the other members’ submitted
assignments and comment on them, as a part of the inclusive learning process. The
students’ submissions indicated that the assignments had great value and as
effective procedures have encouraged the students to study more and engage
with their fellow group members.
News Sharing submission in Moodle: Since the inclusive groups were formed, it waspossible to encourage the students to share recent news articles related to thecourse content from their home countries. Same as the lecture questions, each groupmember was encouraged to read the other members’ assignment and comment onthem, as a part of the inclusive learning process.
38

Final Group Project: All group members had to join in and work on a final group projectbased on writing a report and designing an infographic on the assigned theme ofdesigning “100-Years Old Sustainable Beppu” in which was related to the course. As
the groups were composed of students from different nationalities and backgrounds,
it had the potentiality to learn extensive skills such as research, time management andeffective group communication and group work, to create the project about the value,
importance, educational role and contribution to environmental science andsustainability concepts of sustainable Beppu.
In my opinion, inclusive teaching does not include one way transferring of knowledge
from the instructor to the students, nor accepts passive role of the students in thelearning process.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
The TA and the instructor often guided and encouraged the students to conduct
active discussions within their groups through sharing case studies from their own
country. Additionally in the middle of the class, the instructor always interacted withthe students by asking multiple questions for individual responses or discussions ingroups. These interactions create an inclusive environment encouraging students toshare their own opinions and knowledge.
Besides that, in every beginning and the end of each class, the instructor and TA
always reminded students that the teaching team is always open to any questions
through emails regarding the class materials, group works, assignments, etc. The
students also were given the exception of attending the class in the case of any
health-related issues. The performance of each student was closely monitored by the
instructor and TA and extra support was offered to students with low performancethrough direct email communications.

How did you help students understand course learning
objectives and expectations?
The class syllabus and the course policy were explained by the instructor on the first dayof the class. Also, after the 4th class, the group division is informed to the students andthe group work begins. We explained to students in detail how to do assignments on
Moodle and shared assignment submission guidelines.
During the semester, I evaluated the student’s group work performance and encouraged
the students to keep improving their scores. In addition, the TA frequently has notified
them of the importance of group work and encouraged them to do their assignments aswell as offering extra support.

39

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
In most of the classes, the instructor has asked students to discuss with their groupabout the topic that have been discussed in the class. In every class, groups were
instructed to submit the name of absent or zoom breakout room-inactive members sothat after the class, the TA could email and encourage them to be active in-class group
discussions. After in-class group discussion, TA was instructed to call random group
number or inactive group number to challenge them by answering the questions asked
in the class. This activity has increased their sense of responsibility as a student for being
active in the class discussions. After calling random groups, the instructor also welcomedany volunteer group to share any interesting answers.
Additionally, at the end of each class, the class assignments were given to the students
in which were lecture assignments and news sharing related to the class topic. The
reported cases needed to be from each student’s home countries. In this way, thestudents were instructed to search and get updated about the assigned topics from theirhome country as pre-lecture readings. On some occasions, students were encouraged toshare with the whole class what they found about environmental issues in their country.
The pedagogical design of the class was teaching the theories and providing knowledge
as well as practical planning and implementation. As instructor, I have conducted 13
lectures and provided the students with knowledge of basic concepts of the field. I haveinvited Mr. Hideki Hori, the Director of Beppu City's Environmental Planning Office toshare with students Beppu city office policies and vision on nature conservation and theutilization of geothermal energy. Most of students were interested and have shown
developing some knowledge and skills in understanding and applying the environmental
science concepts especially in particular for designing “100-Years Old SustainableBeppu” (as assigned final group project).

How did you make group work more inclusive in your class?
During the course, students were exposed to a variety of sources to provide them with arealistic view on how environmental science can contribute to sustainability, in particular
to urban sustainability of Beppu city. The course provided knowledge and helped tocultivate perspectives based on outside of the box thinking. Groups were formed evenly
in such a way that promoted the multi-ethnic, multi-lingual and background knowledgeof students. By reading the cases outside of their own country, students could see thedifferences and variety of problems occurring in the world. Moreover, the final groupproject was designed in a way that required group inclusive collaboration, planning andactions, a mixture of conducting researching and writing the report.

How did your TA support your practice of inclusive teaching inclass?

40

The TA played the role of discussion facilitator, logician, guide, and a model student.
Listed below were some of the many tasks completed by the TA's:
Replying to the students’ questions through Moodle, email, Zoom chat, etc. Since theinstructor could not focus on every possible problem or question that may come up
during the course, the role of a TA was to facilitate the class.
Zoom flexibility. As we had some students taking the course online due to COVID
infections, the TA had to know ZOOM and all its functions. This includes being able toswitch groups quickly, full use and knowledge of on-screen annotations, and polls, etc.
Guide and model student. TA was the senior student for the current students, and abridge between the instructor and the course students. TA as role model student has
guided the course students through the weekly coursework.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I have invited Mr. Hideki Hori, the Director of Beppu City's Environmental Planning Office
to share with students Beppu city office policies and vision on nature conservation andthe utilization of geothermal energy. The students were instructed to inclusively workwith their group members, utilize the knowledge they have received through the courseand Hori San’s talk and implement urban sustainable framework in designing asustainable city as assigned final group project.
The following are some photos taken from Mr. Hiro’s talk on July 21st, 2023.

41

42

AI and Society EA
MANTELLO Peter A.
English35 students
APS
SP 2023 Q2
Course Overview
Artificial intelligence is going to fundamentally reshape many parts of our society and its
implications are far-reaching. Yet the transformative impact of AI has already begun.
From commercial applications in interactive advertising, to autonomous cars, toworkplace recruitment and monitoring, to healthcare robots, to predictive policing in law
enforcement, to autonomous weaponry in war, to algorithmic sentencing and regulatory
applications, discussions about the rewards and risks of AI are in their nascent but criticalstage.
What are the values, principles, and guidelines that are being decided to ensure that AI isdeveloped and deployed ethically, safely and responsibly? As AI moves toward greaterlevels of complexity in automated thinking, many technologists believe that it will noteven be clear to the creators of these systems how decisions are reached. This meansthat the more authority these systems have and the more autonomous they are withinsociety, the less explainable, understandable and ultimately responsible their decisionmaking will be. To map, examine and analyze the socio-technological phenomena of AI
and Society as well as related issues, this course adopts an interdisciplinary approach.
AI and society adopts an interdisciplinary, human-centric focus in exploring the rewards
and risks of intelligent machines that will play surrogate to many activities performed byhumans. This introductory course asks critical questions about how citizens can live welland ethically with AI in society. It will allow students to better understand the social,
cultural, political, economic and ethical impacts of AI in the commercial, security,
healthcare, and social mediatization of public discourse. Students will learn about thetransformative impact that AI is having now and in future on our increasingly data-driven
modern society.
As an interdisciplinary course, AI and Society draws upon four major fields in thehumanities - New Media and Cultural Studies, AI Ethics, Science and Technology Studies(STS), and Surveillance Studies. Importantly, the course draws from existing literature onquestions of power, identity, culture, diversity and communication.
First, students will explore issues related to notions of power and knowledge throughdiscussions addressing AI and governance, privacy, data justice, mis/disinformation
on social media, and exploitation of political communication through micro-targetingand AI driven chatbots, fake news and deep-fake videos.

43Second, students will gain important knowledge in regards to emergent humanmachine relationships enabled by AI; health, wellbeing, ageing and society; as well associal assumptions behind technologies and governance; and problems and solutions
to models underpinning AI.
Third, students will develop critically thinking in regards to how machine intelligenceand synthetic thinking can be used in a human-centric smart cities to detect people,
to harvest their conscious and unconscious data to then identify and predict
behaviour in cities.
Fourth, students will learn about ethical considerations of AI and the need for HumanCentric-AI policies. It looks into current approaches being taken in responsible IT
design.
Fifth, students will gain knowledge regarding critical issues in AI ethics including that
Algorithmic Bias, Autonomy, Transparency, Understandability and Privacy.

In your opinion, what is inclusive teaching? What is it not?
Inclusive learning and teaching identifies that all students regardless of race, gender,
religion ethnicity or socio-economic background deserve a class room experience that
understands and respects diversity, facilitates involvement, eradicates borders and is proactive in understanding and considering the individual learning requirements andpreference of students. Inclusive teaching is not just making sure that everyone is included.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
By ensuring that all students had a voice in the class and that all students were able toparticipate in the group events as well as speak their minds. Importantly, there was a lotof humor that was circulated by both the teacher and the students. It was a very
important key in breaking the ice with many of the students who did not know otherstudents but also lightened the atmosphere and made students feel relaxed and open to
speak their minds.

How did you help students understand course learning
objectives and expectations?
Students were given lectures and recaps of the lectures. They were also given precise
instruction in their group projects which identified the anticipated learning outcomes.
Students were given online quizzes each week, made to do short assignment
presentations and these quizzes were discussed in the following weeks class.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?

44

Students were given my lectures for 40% the class time, then based on the lecture topic
they broke up into working groups to research a given break out activity for 30% of classtime. Then the final 30 % was devoted to each member of each group presenting one
particular aspect of their group activity. In this way, every member of the group.

How did you make group work more inclusive in your class?
Students were given the opportunity to share their unique personal experiences withvarious aspects of systematic monitoring in education, commercial spaces, law
enforcement, surveillance capitalism and public discourse as well as contributing various
cultural perspectives on many aspects of surveillance in daily life.

How did your TA support your practice of inclusive teaching inclass?
The TA made sure to divide the students into diverse groups comprised of various
nationalities. The TA also helped create the activities and suggest ideas to the students
during their activities. His contribution ensured that I would not be too busy, andtogether, we were able to create a positive, multicultural environment for the entire class.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass. Please feel free to attach a photo, link or file.
Please write an approximately 500-word report discussing the primary ethical concerns
associated with AI in the following situations:
1) Self-Driving Cars 2) Autonomous Weapons 3) Workplace 4) Law Enforcement 5)
Health
Choose any topic you like.
The deadline for submission is Monday at midnight, June 26th.
Put your names and student IDs at the TOP of the document.
Moodle is able to detect the use of AI writing software. Please do not use ChatGPT
for the assignment. A ChatGPT usage percentage above 7% will result in disiplinary
actions.
Each student must select a topic different from those chosen by their peers.
50 mins to research (in-class)
5 mins presentation
2 mins Q &A

45

1. The Pros And Cons of Using AI in education (such as ChatGPT, Turnitin)
2. Why is AI important to the future?
3. Weak AI vs General AI
4. Key issues regaridng ethics of Facial Recognition Technology
5. How is AI used in Social Media?
For today's in-class activity, discuss the following topics amongst the group (we will
divide you guys into two groups), and present for about 5-7 minutes.
Group 1
1. What is the main moral issue behind monitoring employees, whether it's while theywork from home or at the office? (250 words approx.)
2. Explain the influence of Taylorism on the surveillance of the workers in the modern
workplace.
3. Give examples of workplace surveillance that haven't been mentioned in the lecture.
What is the main moral issue behind monitoring employees using AI, whether it's while
they work from home or at the office? (500 words approx.)
Discuss the ethical considerations and moral conflicts depicted in these films (chooseone) when it comes to AI-human intimacy. (500 words as usual)
Blade Runner (1982)
Metropolis (1927)
ex-machina (2014)
Zoe (2018)
Eva (2015) * A spanish film
50 mins research
10 mins preserentation per group
Group 1
In ride-sharing or subscription based car rental, who do you think should havepermission to give access to data collection to AI and the ethical considerations? The
driver/owner/company or the passenger? Argue your statement. Group 1 driver/owner/company and Group 2 -the passenger
Try to play this gamehttps://www.moralmachine.net/
50 mins research
10 mins preserentation per group
Group 1
In ride-sharing or subscription based car rental, who do you think should havepermission to give access to data collection to AI and the ethical considerations? The
driver/owner/company or the passenger? Argue your statement. Group 1 driver/owner/company and Group 2 -the passenger
Try to play this gamehttps://www.moralmachine.net/
46

Write a 500-word essay on an ethical consideration surrounding autonomous driving
and in-cabin AI, such as the delicate balance between passenger and pedestrian safety,
driver versus passenger safety in Ride-Sharing vehicles, police access to accident data,
and discriminatory insurance policies Try
to focus on one ethical issue, discuss critically.
Explore the comparison between human-based and AI-based content moderation
methods in Social Media including effectiveness, bias & subjectivity, scalability & cost,contextual understanding, privacy and accountability.
Discuss the role and ethical issues of AI-powered social bots in today's social media
landscape such as effectiveness, bias & subjectivity, scalability & cost, contextual
understanding, privacy and accountability, and amplifying content and manipulating
online discourse.
500 words as usual.

47

Community Development JA
KIMURA Rikio
Japanese
153 students
APS
SP 2023 Q2
Course Overview
Course Objectives
This course is for students who are interested in community-level development aspracticed internationally as well as domestically. This course aims at helping students
deepen their understanding on theories and practices of community development. In
particular, this course is designed to enable students to delve into epistemologies that
underpin theories and practices. In addition, through the multi-disciplinary approach, it isexpected that students learn various facets of community development. Furthermore,this course also attempts to equip students with some practical perspectives, methods,
and even behaviors as “community development workers” in their current and futuresettings—whether through professional community development organizations, in APU,
in communities where they (will) live, in organizations where they will work, or even in
their families.
Standards for Course Completion
1. Students should be able to explain concepts, approaches, and practice of community
development.
2. Students should be able to identify epistemologies that underpin theories andpractices.
3. Students should be able to analyze a community development project frommultifaceted perspectives.
4. Students should be equipped with some practical methods of community
development as well as increasingly desirable behaviors as community development
worker.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is where student feel that they are supported by an instructor, a TA
and their group peers so that they feel the sense of belonging. Inclusive teaching is also
where students feel that their differences and uniqueness are valued.
To be more specific, inclusive teaching is, first of all, interactive teaching where there areregular exchanges of ideas even in a lecture so that their diverse perspectives are
represented in the classroom and they feel included. It also includes effective group workwhere there is mutual help and respect between students so that they feel included intheir groups and their unique perspectives are valued (Kimura et al., 2021).
48

Finally, it is also teaching where there is democratic space where students are empowered
and an instructor is disempowered towards equalizing their power relationship in order tocreate the sense in which students feel that this is ‘our class.’
Inclusive teaching is not predominantly didactic teaching where an instructor keep lecturing
and treat students an empty container, into which the instructor deposits knowledge.
Kimura, R., Shin, K., Cutting, M. and Mahichi, F. (2021). Inclusive Leadership Education ina Multicultural Educational Setting: A Review of Conceptual Models, Practices andMeasurements, the Center for Inclusive Leadership Discussion Paper.
https://en.apu.ac.jp/cil/research/CIL_Discussion_Paper_LitReview_Final_rev1.pdf

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I made myself and a TA approachable and available by using a positive welcoming tone
and practicing prompt and sincere feedback to students’ inquiries. A TA and I also strived
for facilitating mutual help among students in their small groups (Kimura, 2020). I also
held an Appreciative Inquiry Workshop in one of the sessions to make the class the bestlearning experiences for students and to empower the voice of students (Kimura, 2017).
Kimura, R. (2017). Creating Classrooms for ‘the Best Learning Experience’ throughAppreciative Inquiry, Ritsumeikan Higher Education Studies (17),pp.131-149.
https://ritsumei.repo.nii.ac.jp/action=pages_view_main&active_action=repository_view_m
ain_item_detail&item_id=8001&item_no=1&page_id=13&block_id=21
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
https://ritsumei.repo.nii.ac.jp/action=pages_view_main&active_action=repository_view_m
ain_item_detail&item_id=13273&item_no=1&page_id=13&block_id=21

How did you help students understand course learning
objectives and expectations?
I explained to the students the rationale for their “fixed” small groups by highlighting theimportance of mutual help and bearing a share of responsibility among group members. I
also reminded them to rotate groups tasks (e.g., facilitation, note-taking) among groupmembers. In addition, I conducted peer evaluations wherein students evaluate theirgroup members’ contributions to group work, thereby implicitly reminding them of theimportance of inclusive group work (Kimura, 2020).
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
https://ritsumei.repo.nii.ac.jp/action=pages_view_main&active_action=repository_view_
main_item_detail&item_id=13273&item_no=1&page_id=13&block_id=2149

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were required to submit mini assignments on Moodle before each session. Thiswas for them to prepare for the session. The significant portion of the class time wasspent on group work where students learned by discussing and exchanging ideas with
their peers (Kimura, 2020). The major part of their group work was used for group casestudy analysis, which was a modified pedagogy of the case method. Finally, students
wrote the final paper, in which they employed and operationalized concepts and theories
learned from the course to craft a community development manual.
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
https://ritsumei.repo.nii.ac.jp/action=pages_view_main&active_action=repository_view_m
ain_item_detail&item_id=13273&item_no=1&page_id=13&block_id=21

How did you make group work more inclusive in your class?
I had pre-session meetings (30 minutes each ) with my TA to reflect on group work in
the previous session and discuss group work of the day. I have done this practice when I
was doing MCL through the academic office (Kimura, 2020) and the Pedagogy Grant
research and the DITA research through the CIL. I have also accumulated the facilitationand intervention tips through my collaboration with TAs over the years and passed
those on to my TA so that she utilized those when engaging with small groups (Kimura,2020) .
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
https://ritsumei.repo.nii.ac.jp/action=pages_view_main&active_action=repository_view_
main_item_detail&item_id=13273&item_no=1&page_id=13&block_id=21

How did your TA support your practice of inclusive teaching inclass?
The same as above.
During group work, the TA mainly facilitated cooperation between students in groups.
Moreover, the TA did not spoon-feed them, but facilitated group members to think
together to solve group assignments by indicating which concepts and ideas learned in
the course they should employ. The TA also helped identifying and nominating potential
group leaders (who worked hard and cared for group members) for fixed groups for the
2nd half of the quarter. As a result, these groups were generally more effective thangroups during the 1st half of the quarter. This has been the case for Community
Development EA and I would recommend this practice if instructors use fixed groups.
50

Marketing Research JB
LEE Geunhee
Japanese
72 students
APM
SP 2023 Q2
Course Overview
The fundamental objective of this lecture is to acquire appropriate research methods forgenerating advanced information necessary for business decision-making. There are fourlearning outcomes:
Understanding the fundamental techniques and methodologies of marketing research.
Enhancing analytical skills for management issues and acquiring the ability to set theseissues as research topics.
Improving the skill to choose appropriate research methods for various marketing andmanagement issues.
Developing a keen understanding of the limitations and ethical issues in marketing
research, as well as biases in data collection.

In your opinion, what is inclusive teaching? What is it not?
In my opinion, the inclusive teaching should clear two huge obstacles that students have.
1) To get themselves involved in the classroom more and 2) To be open to different andvarious ideas.
1. Inclusive teaching should encourage many students to get involved in the classsetting as much as possible. Due to the different cultural backgrounds andpersonalities, students have hesitation to speak up in front of other students, but
continuous training can encourage them to be motivated to get involved in many
class activities more.
2. Some students are not very open to different and various ideas of others due to thelack of experience to share and listen to variety of ideas and opinions.
By sharing opportunities with students to speak up, share and listen to different ideas,
and be more active in discussions, students can understand the true value of the“inclusive class setting”.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
51

Never say “no” to any answers from students. First, you let them know that there are
no ultimate and firm answers in the social science. Then, whenever they answer yourquestion, you first start off with “That’s a very brilliant idea” and explain what you
think about the answer.
Try to share opportunities to speak and answer as much as possible. Sometimes,
only small portion of students have the courage to speak up. It is a great thing that
there are those types of students and letting them speak first is a good start ofhaving an interactive class environment. But, later, it is always important that you
share the opportunities with other students too.
Giving bonus points for sharing their opinions and answering professor’s questions isgood. It truly encourages students to be engaged more and learn the joy of being activein the classroom.

How did you help students understand course learning
objectives and expectations?
It is always important to make it clear about the course learning objectives andexpectations in the beginning of the class (orientation).
In the middle of the class, you emphasize the learning objectives and expectations
again, so students can refresh their memories and understandings about them.
When finishing the whole course, you explain them once again by connecting allclass contents with those objectives and expectations, so students can relate what
they have learned throughout the course with what they were expected to learn
from the start.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
For them to engage with my course, I normally give them an opportunity of group
works and bonus points for their motivation.
They are also asked to use a Facebook group to share their reports and leavecomments on others’ reports, so they can exchange their knowledge andunderstanding with others.
Students are also asked to deliver a final presentation that can sum up all the classcontents that they could have learned throughout the whole quarter.

How did you make group work more inclusive in your class?
Group members are expected to be diverse. By having members with different
gender, ages, and nationality, they can understand the importance of inclusiveness.
Students also have an opportunity to conduct a peer evaluation, so they can evaluate
and judge how other students performed in the group work subjectively and objectively.

52

How did your TA support your practice of inclusive teaching inclass?
DITA is asked to observe what happens in the classroom very carefully and have ameeting with the instructor from time to time. As DITA takes other classes as a normal
student, he/she shares his/her opinion about the difference of what myself is doing andwhat other professors are doing in other classes. Then, we discuss how I can improve myown class in more positive and engaging manner.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Facebook group pagehttps://www.facebook.com/groups/gleesmarketingclub

53

観光開発と計画JA
久保隆行
日本語
205 students
APS
SP 2023 Q2
Course Overview
本コースは、受講生が観光開発にかかわる以下の課題に応える能力を身に着けることを目標に設計しています。
観光・ツーリズムとは何か？観光開発とは何か?
観光開発がなぜ必要なのか？
観光開発において何を開発するのか？
観光開発のためにどのように調査を進めるのか？
観光開発の計画をどのように立案するのか？

In your opinion, what is inclusive teaching? What is it not?
私にとってのインクルーシブ教育とは、開講する授業の受講を希望する受講生は全員もれなく授業を聴講するだけでなく、授業内外で設定された活動に参加し、教員も含めてお互いに学ぶ機会があり、それが実現するようなサポートも受けられる状態を意味します。
教員からの一方的な情報提供を主とした授業はインクルーシブ教育とは言えないと思います。一方で、受講生本人もインクルーシブ教育を能動的に受講するという意識を持つ必要があり、そのモチベーションを教員は引き出す必要があると思います。

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
初回の授業オリエンテーションの際に、本授業はダイバーシティインクルーシブ授業であることを説明し、すべての学生は教員とDITAによってケアを受けることができることを説明しました。
グループワークでは、教員とTAが各グループメンバーとコミュニケーションを取り、グループワークから脱落する学生が出ないように注意を払いながら指導しました。
教員に対して個別に質問や相談がしやすくなるようにMoodleに専用の申告の場を設置しました。

How did you help students understand course learning
objectives and expectations?
初回の授業のオリエンテーションの際に授業の到達目標を詳細に説明し、教員の目標は受講生が全員到達目標を達成して良い成績を取ることであると説明しました。
54

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
講義のPPT教材を授業終了後に電子的に配布することを前提に、受講生は授業中にノートを取り、授業後にPPT教材を使いながら復習するように促しました。
毎回の授業の終業後に受講生に復習としてショートレポートを提出させ、提出後受講生が相互にフィードバックを返して相互学習を促しました。

How did you make group work more inclusive in your class?
グループを作る際に、積極的な学生とそうでない学生がバランスよく各グループに配分されるように、事前に提出させた課題の取り組み状況などから学生をいくつかのタイプに分けて混ぜ合わせるように工夫しました。
先に述べましたが、毎回のグループワークではTAと分担して巡回して取り残されている学生がいないかどうか確認しました。

How did your TA support your practice of inclusive teaching inclass?
グループワーク中に各グループの巡回を教員と分担して行いました。
グループワーク発表会では、各グループの発表時間の管理をしてもらいました。
授業外では、受講生がMoodleに提出した課題の提出状況を確認して教員に報告してくれました。必要に応じて学生と個別に連絡をとって課題提出を促してもらいました。
Moodleへの学生の学びの申告に対して簡潔なフィードバックコメントを返してもらいました。

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
今年度は、佐伯市観光協会の協力を得て、かまえブルーツーリズム研究会の方々によるゲスト講義およびアクティビティの体験を教室で行うことが実現しました。（写真・左下）
また、別府市公園緑地課の協力により、関の江海岸をグループワークの課題に設定
し、学生からの観光開発の様々な提案を市役所の担当者に対してプレゼンテーショ
ンすることができました。（写真・右下）

55

Intermediate English B EP
BERGER Maiko
English21 students
CLE
SP 2023
Course Overview
Students will work to develop reading skills and vocabulary to a B1 level on the Common
European Framework of Reference for Languages (CEFR).

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching means creating an environment in which every student feels welcomeand comfortable, and feel they can ask questions, voice their ideas or concerns if
necessary. In an inclusive environment, students with or without special needs, as well
as students with diverse backgrounds, can learn as much from the class. It also includes
providing students with options that meet their preferred learning styles. This can beachieved by allowing multiple forms of assignments, flexible deadlines, or by providing
many kinds of communication tools between the students and the instructor. It can alsomean that both students with higher and lower competencies can work together andlearn from each other.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
The class had students with mixed age, mixed abilities, and several struggling students
who had repeated the same mandatory class a few times already. Therefore, I wasaware that I had to approach each student flexibly. Things I did to create a positiveenvironment include the following: setting up the classroom early, welcoming both ontime and late students warmly; placing students’ name cards randomly so they would
communicate with different classmates each time; playing songs the students like during
the break time; always responding to their emails speedily and politely; useClassNotebook to communicate with each student after each class; offering multiple
office hours that suit the students’ availability, especially to prepare some weak students
for upcoming tests; communicating via Moodle and Instagram about APU-related posts,
announcements, and responding to some DMs, plus celebrate class members’ birthdays
together.

56

How did you help students understand course learning
objectives and expectations?
For one, students had access to the syllabus via Moodle and ClassNotebook. On
ClassNotebook welcome page was the course schedule, which was updated each week,
and students are reminded of the quarterly, weekly, and daily tasks, assessments, andassignments. To help students regularly, I spent the first minute of each class showing
the day’s goal, written on the whiteboard, instructing the students to note down theirpersonal objective in the journal section of the ClassNotebook, and asking them to spend
a few minutes at the end of the class to reflect on their learning by assessing their own
work. To help students understand expectations, I provided them with sample materials
or rubrics for study plan assignments.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
One thing I always strive for is to make each English lessons as practical, fun, and usefulas possible for students. Every semester, I draw up a lesson plan for each class, and seek
for new ways to teach the reading skills or vocabulary. Whenever possible, I try toinclude an element of experiment to make the reading lesson encouraging. Thissemester, for instance, I conducted a “smell experiment” for a lesson on perfume, “a bat
and a ball experiment” for a lesson on knowledge illusion, and several “true or false”
quizzes for a lesson on understanding implication. For vocabulary learning, I often use
online game activities that requires collaboration with classmates. This semester, I also
made use of physical word cards with some gamifying aspect, making learning fun andengaging.
Another thing was to introduce Language Learning Strategies(https://ellsdatabase.weebly.com) through Study Plan assignment and encouraging thestudents to choose skills they want to improve and try various learning strategies. This isincorporated as part of the course in Intermediate English B.

How did you make group work more inclusive in your class?
At the beginning of the semester, students choose a name card of their favorite colors. I
place my students’ name cards on the desks before they enter classroom, so students
are seated randomly each time. This enables the students to talk to everyone equally andget to know each other quickly. I also used two kinds of classrooms: a CAI lab on
Tuesdays and a small J-building classroom on Fridays. Pairs are set according to their
seating arrangements, and whenever possible, I got my students to work in pairs or
small groups. I varied the seating arrangements more in J301, which has movable desks
and chairs. Sometimes students sat in groups of 4, and sometimes we made a horseshoe shape so we can see each other well and interact better.

57

How did your TA support your practice of inclusive teaching inclass?
I often asked DITA to work with certain struggling students, but she usually took an
empty spot in the classroom and worked with anyone nearby. She is friendly and was inparticular helpful for pair-work activities. I think DITA helped the students to work
comfortably. I also expected her to give some language model as her English is verystrong, but she is rather shy and did not offer so much language support. Also,
unfortunately, she was very often late or missed the class altogether, so it was a little
difficult for her to establish herself as a model senpai student.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
As I already described and shared last year, my students and I keep an online reflective
journal for each lesson. I have found it to be very useful in learning about each student’s
needs, feelings about the class, what they did or did not understand. It is worth spending
several minutes of class time.

58

Peer Leader Training I EAROUX Petrus Willem
English38 students
EDLSC
SP2023Course Overview
Through active engagement in the course and course materials, students will:
1. Understand a range of leadership theories
2. Increase self-awareness through the exploration of values, beliefs, culture, andidentity.
3. Appreciate the relationship between ethics and leadership.
4. Discover the complexities of leadership and the multidisciplinary nature of leadershipstudies.
5. Compare and contrast traditional and emergent paradigms of leadership.
6. Apply critical thinking to leadership theories and practices.
7. Understand gender and cultural influences on leadership.
8. Examine how films and literature portrays leaders
9. Begin to develop a personal philosophy of leadership.
10. Engage in a positive, inclusive learning experience where all students are challenged
and supported.
11. Improve writing, discussion, and presentation skills

In your opinion, what is inclusive teaching? What is it not?
The opportunity to accommodate diversity in the classroom and use it as an advantage
for learning. It means to actively use the power of existing differences to learn aboutothers, explore the politics of difference and utilize the advantages to improveunderstanding between cultures, genders, ages and status or power.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Include students & TA in learning design of the course, make sure that each group isbalanced in terms of culture, background, nationality, gender, etc.
Actively design activities that equalize opportunities for exchange, participation and tolearn about existing differences.

59

How did you help students understand course learning
objectives and expectations?
We discussed learning objectives & expectations in the first class.
Students did reflection feedback after each class to understand class content.
Students completed a mid-term and final reflection on course contents
Opportunities for questions and discussion were offered after every 3 classes.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Group discussion
Q&A sessions with the instructor and TAThink-Pair-Share Activities
Group projects to apply their learning and understanding.
Groups were responsible for teaching content to their classmates through an innovative
learning gameHow did you make group work more inclusive in your class?
Students were divided according to nationality & gender
Students with special needs were included (in coordination with their needs/requests)

How did your TA support your practice of inclusive teaching inclass?
We discussed plans and ways to foster intercultural communication, which the TA
actively supported and cultivated to help students understand the power and impact ofsharing their diversity and unique background.
We worked together as a team (instructor & TA) to help students understand the needfor continued cooperation between one another. The TA was instructed to actively
encourage and demonstrate skills such as active listening, allocating roles and support
the use and practice of taking leadership in groups.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Group leaders were chosen at the beginning of the semester, with the understandingthat each group member will take a turn to act as a leader for the group. These decisions
and schedules were decided by each group freely. Group leaders were responsible forleading discussions, giving feedback and/or collate opinions from the group during shortpresentations.

60

Statistics EC
SRUIZ-NAVAS Santiago
English59 students
APM
SP2023Course Overview
The objective of this course is to give students basic ideas and techniques of statisticalmethods that would be required in business. This course introduces the basic concepts
and methods of statistics, such as:
1. Descriptive statics such as elements, location, dispersion, and relation measures.
2. Introduction to probability in topics such as conditional probability, Bayes theorem,
and discrete and continuous probability functions.
3. Hypothesis testing
4. Linear regression if time allows.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is making the environment in and outside of the classroom a “safe”
one, where students, professors and guests feel they can express and be themselves,
the teaching contents are inclusive of student’s backgrounds and connect to their culture
and personalities. In general, it is an experience where the stakeholders involved inteaching are aware and act on the teaching and learning environment making it a place
where everyone is welcome to be themselves while learning. By environment I mean,class content, feedback, curriculum, etc.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I revised the examples provided in class to be general and applicable to all students’backgrounds.
I checked the language I used to make it accessible, for example avoiding jargon andcomplicated words.
I asked DITA to help students with any issues regarding groupwork, plus I included
various warming up groupwork activities so the students could meet each other to getused to their new groups.

61How did you help students understand course learning
objectives and expectations?
Wrote them in the Syllabus.
Explained all over again the content of the syllabus in the first class and took theirquestions.
Show them the activities we were going to do to achieve the objectives.
Explained the why behind the objectives of the class.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Groupwork
Quizzes
In-class activities
Question and answers
Asynchronous work by Discord

How did you make group work more inclusive in your class?
DITA is key to helping the groups to solve their communication problems, such as
language barriers, cultural misunderstandings and even personality conflicts. The DITA
checked on the work of the groupworks during class and reported when difficult issues
emerged.

How did your TA support your practice of inclusive teaching inclass?
As explained above

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I have an activity where students create histories about how to use independent
probabilities and they are encouraged to frame those histories in their own backgrounds.

62

World Economy Global Issues EA
MAHICHI Faezeh
English23 students
APS
SP 2023
Course Overview
The course was designed to help students to understand the basic concepts andprinciples of the globalizing world and deepen their understanding of the progress ofglobalization from economic, historical, political, cultural, and ecological perspectives.
Upon completion of the course, students were expected to be able to analyze the causesof various global issues such as poverty and inequality, global health and infectious
diseases, international migration and refugees and preventable measures.

In your opinion, what is inclusive teaching? What is it not?
The teaching method for this class was “Inclusive Learning and Inclusive Teaching”. I have
tried to apply active learning methods to encourage every student to participate in theirown and other group members’ learning process.
The class had mainly four actors: 1) the students, 2) the TA, 3) the instructor, and 4) theguest speaker.
The 23 registered students were grouped based on students’ international/domestic,
English-language based/Japanese-language based by the TA and the instructor in groups
composed of 3~4 students (to have a relatively mixed students based on their language
skills and background knowledge). The students, with the support of TA and instructor,
were instructed and encouraged to work inclusively throughout the course in the following
three main course activities:
In class group discussions: The topics for the group discussions were selected fromthe topics covered in each class. Based on the learning design of the course, these
discussion topics have guided the students to review the content discussed in eachclass. Each group member was encouraged to take part in the discussion, as a part ofthe inclusive learning process. The students’ performances indicated thatthe assignments had great value and as effective procedures have encouraged thestudents to study more and engage with their fellow group members.
In-class debate: As a part of the inclusive learning process, we conducted an in-classdebate and the TA served as the facilitator of the debate (please see the photos in the
appendix). Through the debate, students practiced critical thinking, public speaking,assertiveness, disagreeing, planning, and most importantly, inclusive teamwork.

63

Final Group Project: All group members had to join in and work on a final groupreport on assigned topic. As the groups were composed of students from different
nationalities and backgrounds, it had the potentiality to learn extensive skills suchas research, time management and effective group communication and group work.
In my opinion, inclusive teaching does not include one way transferring of knowledge
from the instructor to the students, nor accepts passive role of the students in thelearning process.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
The TA and the instructor often guided and encouraged the students to conduct
active discussions within their groups through sharing case studies from their own
country. Additionally in the middle of the class, the instructor always interacted withthe students by asking multiple questions for individual responses or discussions ingroups. These interactions create an inclusive environment encouraging students toshare their own opinions and knowledge.
Besides that, in every beginning and the end of each class, the instructor and TA
always reminded students that the teaching team is always open to any questions
through emails regarding the class materials, group works, assignments, etc. The
students also were given the exception of attending the class in the case of any
health-related issues. The performance of each student was closely monitored by the
instructor and TA and extra support was offered to students with low performancethrough direct email communications.

How did you help students understand course learning
objectives and expectations?
The class syllabus and the course policy were explained by the instructor on the first dayof the class. Also, after the 4th class, the group division is informed to the students andthe group work begins. We explained to students in detail how to do assignments on
Moodle and shared assignment submission guidelines.
During the semester, I evaluated the student’s group work performance and encouraged
the students to keep improving their scores. In addition, the TA frequently has notified
them of the importance of group work and encouraged them to do their assignments aswell as offering extra support.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
The pedagogical design of the class was teaching the theories and providing knowledge
as well as practical planning and implementation.
64

In most of the classes, the instructor has asked students to discuss with their groupabout the topic that have been discussed in the class. Additionally, at the end of eachclass, the class assignments were given to the students in which were lecture
assignments and news sharing related to the class topic. The reported cases needed tobe from each student’s home countries. In this way, the students were instructed tosearch and get updated about the assigned topics from their home country as pre-lecture
readings. On some occasions, students were encouraged to share with the whole classwhat they found about environmental conditions, especially in their country.

How did you make group work more inclusive in your class?
Students learned from a variety of sources, giving them a realistic view on basic concepts
and principles of the globalizing world and deepen their understanding of the progress ofglobalization from economic, historical, political, cultural, and ecological perspectives, The
course provided knowledge and helped to cultivate perspectives based on outside of thebox thinking. Groups were formed evenly in such a way that promoted the multi-ethnic,
multi-lingual and background knowledge of students. By reading the cases outside of
their own country, students could see the impact of globalization in the world. Moreover,the final group report was designed in a way that required group inclusive collaboration,planning and actions, a mixture of conducting researching and writing the report.

How did your TA support your practice of inclusive teaching inclass?
The TA played the role of discussion facilitator, logician, guide, and a model student.
Listed below were some of the many tasks completed by the TA's:
Replying to the students’ questions through Moodle, email, Zoom chat, etc. Since theinstructor could not focus on every possible problem or question that may come up
during the course, the role of a TA was to facilitate the class.
Zoom flexibility. As we had some students taking the course online due to COVID
infections, the TA had to know ZOOM and all its functions. This includes being able toswitch groups quickly, full use and knowledge of on-screen annotations, and polls,
etc.
Guide and model student. TA was the senior student for the current students, and abridge between the instructor and the course students. TA as role model student has
guided the course students through the weekly coursework.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you
appliedinclusive teaching or fostered diversityand inclusion inyour class.
The following are:1) photos taken from the in-class discussions.

652) some photos taken from the in-class debate.

66

Self-Analysis for Career Design EB
ROUX Petrus Willem
English57 students
EDLSC
SP2023Course Overview
This course aims at designing your own unique life path and planning how you want toexpress who you are through your career. This course will help you to understandyourself by analyzing your own interests, values, personality, strengths, and resistanceto change. In addition, participants will learn how to practically apply your selfknowledge into your career and life design.

In your opinion, what is inclusive teaching? What is it not?
The opportunity to accommodate diversity in the classroom and use it as an advantage
for learning. It means to actively use the power of existing differences to learn aboutothers, explore the politics of difference and utilize the advantages to improveunderstanding between cultures, genders, ages and status or power.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Include students in learning design of the course, make sure that each group is balanced
in terms of culture, nationality, gender, etc.
Actively design activities that equalize opportunities for exchange, participation and tolearn about existing differences.

How did you help students understand course learning
objectives and expectations?
We discussed learning objectives & expectations in the first class.
Students did reflection feedback after each class to understand class content.
Students completed a mid-term and final reflection on course contents
Opportunities for questions and discussion were offered after every class.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
67

Group discussion
Q&A sessions with the instructor and TAGroup projects to apply their learning and understanding
Presentations in groups, and in pairs, offered coaching training sessions as part of thecourse.
Students had to write an integrated report and make a poster (used as a presentation) todemonstrate their learning.

How did you make group work more inclusive in your class?
Students were divided according to nationality & gender
Students with special needs were included (in coordination with their needs/requests)
Groups changed regularly, randomly to mix and match various diversities.

How did your TA support your practice of inclusive teaching inclass?
We discussed plans and ways to foster intercultural communication, which the TA
actively supported and cultivated to help students understand the power and impact ofsharing their diversity and unique background.
We worked together as a team (instructor & TA) to help students understand the needfor continued cooperation between one another. The TA was instructed to actively
encourage and demonstrate skills such as active listening, allocating roles and support
the use and practice of taking leadership in groups.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Group leaders were chosen at the beginning of the semester, with the understandingthat each group member will take a turn to act as a leader for the group. These decisions
and schedules were decided by each group freely. Group leaders were responsible forleading discussions, giving feedback and/or collate opinions from the group during shortpresentations.

68

Major Seminar I33
Kaori Yoshida
Japanese/English
12 students
APS
SP2023Course Overview
The goal of this seminar is to help students succeed in analyzing visual media, popular
culture phenomena, and literary texts (films, animation, comics, etc.), by looking at politics
brought about through representation and consumption/reception. The seminar
particularly focuses on the complex interplay between gender, sexuality andnation/ethnicity, and discusses how media products and cultural phenomena function asa mechanism to shape our “knowledge” and worldview (including visual representations,narratives, shooting techniques, and sounds, etc).

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is to provide students with a potential impossibility of thedefinite/exclusive “truth” in many circumstances, such as superiority of particularlanguage(s), thoughts/beliefs, value systems. I believe the proper instruction in class,making students aware of the role of language(s) and language barriers to overcome, asa tool, can motivate them to share their own thoughts and respect others’ ideas.
As a starter, this DITA class aimed at providing students with direct experience of feelingimbalance or awkwardness in class due to their language or other differences, toencourage a better understanding and appreciation of their peers through close (nonsuperficial) communication in a small group setting like undergraduate seminar class. In
the context of my 3rd year seminar, it is desirable and crucial that inclusivity isunderstood and practiced through theme(s) and activities relevant to the field of Mediaand Cultural Studies.
In addition, I have incorporated some ideas from previous studies on inclusive classroom
into my own practice. For instance, immediate and supportive communication behaviorsof the instructor and the TA were highly attended as the key for inclusive classroom inthe university setting (e.g. Faulkner et al. 2021).

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Conceptually, referring to the view of Faulkner et al. (2021) and others, I have tried to pay
attention to “centering student experiences, identities, and concerns” (2021: 92) in class. [1]69Due to a long period of instability in terms of teaching/class style under the pandemic (i.e.
hybrid and limited number of physical participation of students) over the last few years,
creating a positive and active learning environment requires some sort of rehabilitation
before getting into deep/serious academic discussions. In addition, I have been concernedwith the instructor-students co-creation of a supportive and inclusive classroom
environment. (cf. the study by Fassett & Golsan (2017)).[2] Based on these ideas, below are
the activities we practiced in the beginning of most of our weekly seminar classes,
specifically for promoting an active and welcoming learning atmosphere.
Introduction of your partner (Class 1):
Very simple, but helpful activity to get to know who’s who. Each student is paired up
with another student. We tried to avoid a pair that is composed of students from thesame cultural or language background. Given approx. 20 minutes, students have to findout “interesting/distinctive” characteristics of their partners in order for other members of
the class to memorize them. This was effective not only for ice-breaking but also for
fostering friendship through intimate conversation.
Card/board Games (Japanese- or English based): ①『はあって言うゲーム１』、②『はあって言うゲーム２』(Japanese instruction)、③『ウボンゴ』(English/ Japanese
instruction board game)The first two games require verbal or bodily performances as well as understanding(uniquely) Japanese instructions and expressions. In order to play the games, someEnglish-based students need to seek for help and all students have to cooperate eachother in order to play these games. The success in this activity was much bigger than
expected, as all of the students were so keen and excited to learn the meanings ofJapanese words and expressions in such an entertaining and friendly atmosphere.
(e.g. 1. Some sample cards of the game 『はあって言うゲーム』)(e.g. 2. image of the game ウボンゴ／Ubongo –competing the speed of properly putting given
pieces to fill in the white space)70

This game was exciting enough for ice-breaking; however, deeper level communication
was not elicited. Eventually, we stopped playing this game, and played the fist 2 games.
The following photos show the students’ active involvement in『はあって言うゲーム』.

Active communication among students and their performance (left), TA’s assistance (right)

A student’s performance in『はあって言うゲーム２』(left),The best team performing to all (right)

Awareness of “language matters” and an effective tool
My DITA class was proceeded in the 3rd year undergraduate seminar with E/J
instructional languages, a rather specific and challenging environment for multiculturallearning. (My 3rd year seminar has been primarily dealing with English materials, withsome occasional Japanese translation.)
Here is what and how I conveyed my plan and purposes to the students:
Based on more than 10 years of experience, the bilingual seminar environment seems tohave significantly hindered some students from being fully exposed to or understanding
different perspectives relevant to their academic discipline. Certainly, language matters a
lot in shaping or shattering students’ (false) confidence, pride, and motivation, even if it
is a mere tool for learning. In practice, language barrier is one of the major obstacles insharing views and ideas among students. Though challenging, it could be the mosteffective and satisfying setting as well, as the group is composed of those who are
already passionate about learning on similar topics, regardless of their language bases.
71

The small group setting with constant and intense contacts among students should
bring about a high level of engagement and enthusiasm in acquiring cross-cultural anddiscipline-based knowledge through cooperation with other members.
In a bilingual undergraduate seminar, it is crucial to make students aware of the value ofovercoming language and cultural barriers for maximizing their ability to learn about
academic knowledge as well as various perspectives that will help to equip them with
open-mindedness, respect, and flexibility.

How did you help students understand course learning
objectives and expectations?
(particularly, focusing on the explanation on the link between the academic seminarcontent in relation to the relevance & importance of inclusivity)
1st class: Explanation about inclusivity & diversity, followed by discussion on theirviews of inclusivity. ① Start with PPT slides on this matter, partly using the training
lecture materials by the instructor Mary Jetter; focusing on: 1) How we canenact/practice “inclusivity” in class, 2) visible commitment, 3) humility & courage, 4)awareness of bias, 5) curiosity, 6) cultural intelligence, 7) collaboration; ② Openseminar class discussion, expressing their perspectives of inclusivity, sharing theirideas or possible strategies for inclusive environment; ③ Explain how inclusivity islinked to our learning the content in our seminar
Introducing the goals and specific plans used for DITA style in our seminar, as well as
particular expectations in DITA seminar, stressing the importance of (extra)
cooperative and active engagement/attitude toward their learning.
Ask for their suggestions to make our seminar inclusive and welcoming in each session

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
We provided the students with various resources and tools to help them being aware ofand appreciate different cultures and perspectives.
Language volunteers to assist the students’ bilingual presentations and discussions:a. We held two meetings to discuss specific activities or strategies to conduct
inclusive/ welcoming seminar class, together with the instructor of the seminar(Yoshida), the instructor of Japanese language class (Itabashi), DITA
(Baumgaertner), Language volunteer. We recruited the help of volunteers fromthe advanced Japanese class to assist with the language barrier in our seminar.
b. A few weeks after the first class, the Japanese instructor Itabashi disseminatedthe information about our DITA practice among other instructors of theAdvanced-level Japanese courses. This attracted a few more volunteers fromanother language instructor (Sumida). I provided a quick instruction to thesevolunteers.

72

a.
b.
c. Language volunteers were expected to assist in translating slides and facilitating
multi-lingual discussions in English and Japanese, inside and outside class time.
The following photo demonstrate a bilingual presentation PPT on the topic, with somelanguage volunteer assistance.

one of the weekly seminar sessions

one of the weekly seminar sessions

Pair discussion (paired with a peer with opposite language-base) & Small group
discussion: After a quick review of the previous week’s contents in class, each
student was either paired up with another student whose language/cultural
background is different or divided into small groups to going through the material
content for the day, clarifying what were difficult to understand and what should be
the main points.
We kept changing the partners in every class, so they did not have the same
partners. According to the students’ feedback, they enjoyed being able to talk toothers in the previous class, and some groups suggested short group discussions
at the beginning of class with changing people so that they could get to knoweach other better.
These sessions encouraged the students to have discussions with everyone’s
views about sensitive topics in a deeper level. Over the semester, the students
expressed enthusiasm and suggested using their favorite pieces of media as atool to study the theories and methodologies they learned about in the seminar.
The following photo demonstrates the students’ engagement in pair discussion activity.

73Sempai seminar students’ presentations in both languages, with the topics
comprehensible and accessible for both domestic and international students.
Giving students experiences where they feel one of them is more effective and easier
to communicate or express, regardless of their own language basis. (e.g. We
provided Japanese-based students with English- and Japanese-versions of the same
reading material, having them experience that some materials can be understood anddiscussed in English more easily.)

How did you make group work more inclusive in your class?
As mentioned in the previous section above, I have paid attention to the instructor
and students’ co-creation of supportive and inclusive classroom environment. (cf. thestudy by Fassett & Golsan (2017)). [3]To bring in various views and perspectives on the subject matter in each class, I
invited different groups of participants, in addition to the registered seminar
students. This allowed the seminar students to be exposed to multiple perspectives.
These groups include:
Graduate students (Master, PhD) in the field of Society and Culture studies ascommentators in weekly seminar meetings
Language volunteers
Sempai seminar students: to present their projects or their completed theses andfollow-up discussions/Q&A
2 Commentators (Instructors in and outside APU) in the field of media & culture:
They joined in the semester-end presentation event in July.
Sempai seminar student online (who has graduated) in each class discussion

constant online participation of sempai

74How did your TA support your practice of inclusive teaching inclass?
The DITA in our seminar played a significant role in the following required practices:
1. Authentic commitment to diversity & inclusivity: TA clearly articulated her
expectations in class
2. Discussing & conveying how the TA herself have overcome challenges incommunicating with other seminar students, and what kinds of efforts she has madefor succeeding in multicultural understanding and linguistic barriers in the past.
3. The TA made constant efforts in inspiring/encouraging students to work with others
who are different from themselves, making the students aware of ourstereotypes/bias.
4. To inspire the students to express their ideas and open to others throughout eachclass, the TA conveyed to the students that there is not always one correct answer.
5. The TA always joined the students group activities, sometimes translating ordigesting the discussed contents to assist their understanding.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Since this DITA practice was done in a small size setting of undergraduate seminar,some specific activities and strategies may not be applicable to a regular scaleclassroom. Nonetheless, with some modification, the following contents will be, in
principle, useful to other courses aiming for inclusivity.
Reflection and suggestions for future development from the Instructor-TA discussion
We both agreed that the seminar in this semester was successful in creating thefoundation of raising consciousness of diversity and including, through students’ active
involvement in understanding and cooperation among themselves. Generally, we haveseen all students making a constant effort to be patient and supportive listers tounderstand each other. We also conducted a quick survey to the language volunteers.
The photo below shows their closeness after the semester.

Last class in the semester (students & TA online below)

75

< Positive outcomes >1. Students’ ‘conscious’ efforts for inclusivity: With some sort of reminder by the
instructor and the TA, the students made a concerted effort to communicate openly
and effectively by utilizing both English and Japanese in their discussions. This
indicates a sign of progress and a step towards understanding, appreciating, andfostering a more inclusive learning environment.
2. Through playing games, we noticed a significant improvement in the overall
communication and engagement levels of the students as the semester progressed.
According to some students’ feedback on the effectiveness and impact of the games,
while some students felt that the game was not effective, others suggested that a
non-verbal game might be more effective to get students to interact.
3. TA’s feedback: She stated that “We received positive feedback from the students
about the project. They appreciated the opportunity to learn and grow in awelcoming and inclusive environment. This feedback is a testament to the impact of
our efforts and motivates us to continue promoting diversity and inclusion in future
projects.” (from her reflection report)
4. Language volunteer reflection: one of the volunteers responded to the survey on
his/her experiences in our DITA seminar class. She felt that she managed to help aJapanese-based to prepare for a presentation on a weekly material written in English
prior to her presentation in class, by having a rehearsal presentation.
< Points for improvement >1. Lack of language volunteer engagement: Halfway through the semester, thevolunteer students stopped joining us. It appears that this was due to a lack of
incentives and interest in the subject matter. We believe that students in the CSM
cluster could act as facilitators for future semesters, as this will provide them with theopportunity to improve their Japanese language skills, gain insight into the workingsof a seminar, and learn about media/cultural studies.
2. As the TA suggests, one thing to improve is to think of strategies for the usage ofJapanese regarding academic seminar content. While efforts were made to include
Japanese in the presentation slides and brief paired information exchange, there wasstill a lack of usage of Japanese in general discussion. Based on our reflection andfeedback from the students, we suggest for future seminar either to implement aswitch system where classes are conducted in Japanese one week and in English
another, or enlist the help of more language volunteers to help facilitate a bi-lingual
discussion, by using a careful selection process (e.g. interviews) early enough to havesome prior discussion sessions with these volunteers.
------------------------------------[1] Faulkner, S. L., Watson, W.K., Pollino, M.A. & Shetterly, J.R. (2021). “Treat me like aperson, rather than another number”: university student perceptions of inclusiveclassroom practices.” Communication Education, 70 (1), 92-111.
[2] Fassett, D., & Golsan, K. B. (2017). “Reading between the lines: Criticalcommunication pedagogy and textbook development.” In A. Atay, & D. Trebingi (Eds.),
The discourse of special populations: Critical intercultural communication pedagogy andpractice (pp. 39–54). Routledge.
[3] Fassett, D., & Golsan, K. B. (2017).
76

Peace Studies
HEO Seunghoon Emilia
English46 students
APS
FA2023 Q1Course Overview
The course first offers a broad overview of key concepts and ideas in international peaceand reconciliation studies. We then explore various actors who contribute to rebuilding a
broken relationship across national borders through readings, discussion, pop quizzes,
and group work. Finally, the course engages students to reflect upon a fundamental
question: “How can I contribute to make a change I wish to see in our world?"

In your opinion, what is inclusive teaching? What is it not?
Innclusive teaching (incl.T hereafter), an art of dialogue between and among instructor
and students, refers to, but not limited to, the following three elements: First, in the mostbasic idea, incl.T refers to pedagogical methods that invite students feel welcomed andcomfortable participating in class regardless of their origin, nationality, gender, culture,religion, and political affiliation. Second, in International Relations (IR) classrooms, incl.T
encourages students, exposed to various, often conflicting and competitive, national
narratives to learn and reflect the issues through the eyes of others. Third, incl.T
promotes teaching methods that are interactive and interdisciplinary, using multiple
pedagogical tools such as music, visual arts, kinesthetic learning in both lecturing andgroup activities. What incl.T is not is the exact opposite: a teaching style that risks
making students feel excluded depending on their personal affiliation; that presents a
one-sided narrative or selective part of a whole story; and that makes little efforts indiversifying pedagogical tools to encourage students learn IR in a more passionate andexciting way.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Since IR, one of the least popular fields of study at APU, is perceived as abstract anddifficult, the instructor tries to find a way to help understand that we care about them
individually. With DITA, we tried to be flexible and adaptive to each student’s situation
and request, which made them feel comfortable sharing their problems and inclusive inclass activities. All the emails from the students were ensured to be replied to within 2-3
hours so their needs could be met.

77

As for the students who had special situations that prevented them from finishing theassignment on time, the DITA also tried their best to be flexible to promptly support
them so they would not have been worried.

How did you help students understand course learning
objectives and expectations?
The instructor clearly stated the course learning objectives and expectations in thedetailed syllabus (uploaded on Moodle before the class started) and spend enough time
during the first class to explain it one by one. For details, see IPS syllabus FA1Q. The
instructor and DITA reminded students of the learning objectives and expectations
during the semester: The instructor for example wrapped up today’s class andintroduced the next class theme by repeating the objectives and expectations. DITA
created re-cap sessions that allowed students to freely share their idea, concern, or
learning point of each class.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students work on collaborative projects such as designing a WW2 museum on APU
campus or conduct creative performances in class such as a rap battle on comfort
women issues or a theatre adaptation of a Franco-Algerian co-directed movie. The
learning outcome demonstrated a humanistic approach to discover the pain of theothers, which then invites students to reflect on how IR theories deal with emotions inpolitics.

How did you make group work more inclusive in your class?
Art forms such as visual arts, literature, music, or dance are best suited in providing
alternatives to create a space for dialogue. Reading novels for instance allowed students
to see the controversial issues from multiple perspectives, discover hidden narratives,
and reflect on their social impact. Through group activities (e.g. sharing their pickup
novel in group and apply to IR concepts), students came to appreciate the role ofindividual agencies from constructivist approaches that, in return, empowers themselves
as active agents of our world.

How did your TA support your practice of inclusive teaching inclass?
DITA facilitated the group dynamics to guarantee the diversity and inclusivity of every
group work. To do so, the DITA mixed everyone with different groups every class andwalked around to make sure that the discussion was going on properly and everyone’s
idea was heard. Lastly, after class, the DITA also checked the assignments of thestudents to give constructive feedback. After that, every point of improvement from thestudents was always highly appreciated with compliments.

78

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
To discover the often-abstract concept of peace & how IR scholars developed this idea,
we first started visualizing the concept (one of the most effective ways to connect
difficult terms to your daily life). I asked students to draw an image that pops up in theirmind when they hear the word peace; invited them to share their piece in group(students regardless of their major were very much into it to share and discuss); thenrelated their thoughts to the scholarly debate on peace.
These are some samples (all done by students themselves):

79

80

Preliminary Seminar for Environment andDevelopment/Research Methods forEnvironment and Development
JONES Thomas E.
English56 students
APS
FA2023 Q1Course Overview
The seminar deals with a range of topics according to the students’ interests andespecially related to protected area management and environmental management. We
exchanges ideas to develop analytical thinking while instilling, reviewing and improving
core research skills as outlined below. This course also discusses:・What are today’s major environmental and social problems?
・What are the respective responses of citizens, business and government actors?
・Can overlapping individual and collective concerns be realigned along sustainablechannels?
Focusing on hands-on issues such as energy and waste management we seek out
examples of global best-practise.

In your opinion, what is inclusive teaching? What is it not?
APU is an ongoing experiment in inclusive teaching to try and establish a moreinternational learning environment in Japan. In my class, we try to steer students
towards inclusive learning by:encouraging conversations about diversity, equity, and inclusion
meeting the needs of a diverse student mix in actual and online classrooms
encouraging students to be respectful of other students’ opinions

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
By establishing ground rules such as:Allowing all speakers to say their piece
Be respectful of other students’ opinions“Pass the baton” – one speaker at a time
Keep confidentiality & ask permission to use photos etc.

81How did you help students understand course learning
objectives and expectations?
This course aimed to help students understand course learning objectives andexpectations by:Stating them clearly at the start of class & sharing the slides to each class at the endof lesson (previously I shared them before class, but found students were less likely
to listen!)
Posting on Manaba News (esp. upcoming deadline reminders etc)
Having TAs introduce specific learning objectives and assignments
Having TAs or students provide model examples for specific learning goals

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
For the Grade Evaluation Method we used a mix of in-class Manaba quiz & Respon
assignments, together with periodic review tests taken outside class hours to engage
with course materials and demonstrate their learning of fundamentals. In addition, extra
reading material was provided in the form of DOIs, video or podcast links or PDFs forinterested students to carry on reading in their own time. Also there was a Flipgrid casestudy video presentation with several stages (※see next question).

How did you make group work more inclusive in your class?
encouraging students to meet and mix in and out of classroom hours via a Flipgrid
case study video presentation with several stages (※see below).

How did your TA support your practice of inclusive teaching inclass?
Having TAs introduce specific learning objectives and assignments
Having TAs or students provide model examples for specific learning goals
Having international students as TAs, together with foreign faculty teaching theclass in Nihongo, encourages the students (especially Japanese students) to reconsider their idea of multicultural learning environment. Some are quite resistant
and we do get some complaints, but many also rise to the challenge to develop their“APU spirit” as true global citizens.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.

82

83

観光地マーケティングとマネジメント JA
久保隆行
Japanese
168 students
APS
FA2023 Q1Course Overview
観光分野において、デスティネーションとは、観光客が訪問・滞在する地域のことを意味する。
近年、日本を訪問する外国人（訪日外国人）の数は上昇の一途をたどり、コロナ禍での停滞期を経たものの、日本政府が進めてきた観光立国政策は成功しつつあるかのように見える。
しかし、訪日外国人は東京や京都といった、日本国内有数のデスティネーションに集中
し、地方圏のデスティネーションとは大きな格差が生じてきている。
今後は、これまで訪日外国人を取り込むことに必ずしも積極的ではなかった地方圏においても、マーケティングの手法を取り入れながら、科学的に観光客の集客を進めていく必要がある。
本コースは、デスティネーションとなりうる各地域が主体となり、観光需要の取り込み
をマーケティングの観点から実現するための理論と手法を学ぶことを目的とする。

In your opinion, what is inclusive teaching? What is it not?
私にとってのインクルーシブ教育とは、開講する授業の受講を希望する受講生は全員もれなく授業を聴講するだけでなく、授業内外で設定された活動に参加し、教員も含めてお互いに学ぶ機会があり、それが実現するようなサポートも受けられる状態を意味します。
教員からの一方的な情報提供を主とした授業はインクルーシブ教育とは言えないと思います。一方で、受講生本人もインクルーシブ教育を能動的に受講するという意識を持つ必要があり、そのモチベーションを教員は引き出す必要があると思います。

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
初回の授業オリエンテーションの際に、本授業はダイバーシティインクルーシブ授業
であることを説明し、すべての学生は教員とDITAによってケアを受けることができることを説明しました。
グループワークでは、教員とTAが各グループメンバーとコミュニケーションを取り、グループワークから脱落する学生が出ないように注意を払いながら指導しました。
教員に対して個別に質問や相談がしやすくなるようにMoodleに専用の申告の場を設置
しました。

84

How did you help students understand course learning
objectives and expectations?
初回の授業のオリエンテーションの際に授業の到達目標を詳細に説明し、教員の目
標は受講生が全員到達目標を達成して良い成績を取ることであると説明しました。

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
講義のPPT教材を授業終了後に電子的に配布することを前提に、受講生は授業中にノートを取り、授業後にPPT教材を使いながら復習するように促しました。
毎回の授業の終業後に受講生に復習としてショートレポートを提出させ、提出後受講生が相互にフィードバックを返して相互学習を促しました。

How did you make group work more inclusive in your class?
グループを作る際に、積極的な学生とそうでない学生がバランスよく各グループに配分されるように、事前に提出させた課題の取り組み状況などから学生をいくつかのタイプに分けて混ぜ合わせるように工夫しました。
先に述べましたが、毎回のグループワークではTAと分担して巡回して取り残されている学生がいないかどうか確認しました。

How did your TA support your practice of inclusive teaching inclass?
グループワーク中に各グループの巡回を教員と分担して行いました。
グループワーク発表会では、各グループの発表時間の管理をしてもらいました。
授業外では、受講生がMoodleに提出した課題の提出状況を確認して教員に報告してくれました。必要に応じて学生と個別に連絡をとって課題提出を促してもらいました。
Moodleへの学生の学びの申告に対して簡潔なフィードバックコメントを返してもらいました。

Please share and describe any specific activity, groupwork, lecture
content or any materials through which you applied inclusive
teaching or fostered diversity and inclusion in your class.
今年度は、山城屋旅館の二宮代表および豊野国千年ロマン観光圏の堤事務局長にゲスト講義していただき、受講生とそれぞれの講師との間で活発な意見交換が行われ
ました。

85

Global Media and Conflict
MANTELLO Peter A.
English18 students
APS
FA2023 Q1Course Overview
Introduction
By the 21st century, the emergence of new media technology has fundamentallytransformed not only the means through which contemporary war is waged but also,
and more importantly, war's visual representation through digital reporting, blogs andweb 2.0 social networks. Citizen journalists, independent journalists, terrorists, andactivists are using personal blogs, chat rooms, YouTube, WikiLeaks, LiveLeak, Flickr, andTwitter to sidestep the censorship barriers of traditional ‘big’ media (newspapers, TV,radio) and the increasingly restrictive and controlled ‘embedded system of reporting’ formainstream journalists. Contemporary war has a new frontline, one where war is nolonger fought physically but virtually and where the actors involved on both sides have
replaced bombs and bullets with weapons in the form of blogs and bandwidths.
Examples of how war is increasingly being waged in and through this (new) media
sector can be found in the reaction to the Pentagon’s ‘perception management’ system,
aka, embedded journalism versus the rise of independent journalists such as Christopher
Allbritton’s ‘www.back-to-iraq.com’. Moreover, web 2.0 strategies allow marginalizedvoices of witnesses, whistle blowers and the too often silenced Other to be heard
through blogs and user-generated content sites. Examples of these new civilian-witness
blogs include Iraqi citizen Salam Pax’s ‘Where is raed?’ blog, an Iraqi NGO’s medical
doctor’s site ‘www.iraqbodycount.com’. Other more prominent web 2.0 networks suchas the now prominent WikiLeaks.org (launched in 2006) publishes sensitive documents
and government censored videos from anonymous sources (i.e. April 10th 2010’s
release of an unencrypted video of US Apache Helicopter’s erroneous killing of two
innocent Reuters journalists in Iraq 2007). Conversely, terrorist organizations are
utilizing web 2.0 platforms such as YouTube as both a psychological weapon (such as
the video of Abu Musab al-Zarqawi beheading Nick Berg in 2004 and the Taliban videos
of captured US Army soldier Bowe Bergdah (Jun.- Dec. 2009) as well as for recruitment
purposes (i.e. Yemen terrorist group al Shahaab’s increasingly stylish, and popularjihadist music videos).

86The ‘fourth sector’’ composed of web 2.0 networks such as sojo-blogs (solo/independentjournalists), civi-blogs (civilian citizen journalists) and mili-blogs (soldier journalists) as
well as user generated share sites such as YouTube, WikiLeaks, FaceBook,
www.jihadica.com, www.tawhed.ws and the controversial, now banned, www.bodiesfor-porn has become the new battleground of modern war, where the concept and roleof the traditional journalist is widening from the mainstream to the margins. This places
the onus of critical judgment and political pressure on ordinary citizens. Being exposed tomultiple (read “old” and “new”) media platforms, being bombarded with 24-7
instantaneous news coverage, we have become the key target group for those in thebusiness of war and conflict.
Course Objectives
This class allows students to understand the influence of media in shaping politicalconflict. Moreover, it will provide them with tools of analysis for critically examining how
media platforms are in many respects becoming as potent as bombs and bullets ininfluencing outcomes in political violence.

In your opinion, what is inclusive teaching? What is it not?
Inclusive learning and teaching identifies that all students regardless of race, gender,
religion ethnicity or socio-economic background deserve a class room experience that
understands and respects diversity, facilitates involvement, eradicates borders and is
pro-active in understanding and considering the individual learning requirements andpreference of students.Inclusive teaching is not just making sure that everyone isincluded.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
By ensuring that all students had a voice in the class and that all students were able toparticipate in the group events as well as speak their minds. Importantly, there was a lotof humor that was circulated by both the teacher and the students. It was a very
important key in breaking the ice with many of the students who did not know otherstudents but also lightened the atmosphere and made students feel relaxed and open to
speak their minds.

How did you help students understand course learning
objectives and expectations?
Students were given lectures and recaps of the lectures. They were also given precise
instruction in their group projects which identified the anticipated learning outcomes.
Students were given online quizzes each week, made to do short assignment
presentations and these quizzes were discussed in the following weeks class.

87

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were given my lectures for 40% the class time, then based on the lecture topic
they broke up into working groups to research a given break out activity for 30% of classtime. Then the final 30 % was devoted to each member of each group presenting one
particular aspect of their group activity. In this way, every member of the group.

How did you make group work more inclusive in your class?
Students were given the opportunity to share their unique personal experiences withvarious aspects of global media and conflict as well as contributing various cultural
perspectives on many aspects of how war affects daily life.

How did your TA support your practice of inclusive teaching inclass?
The TA made sure to divide the students into diverse groups comprised of various
nationalities. The TA also helped create the activities and suggest ideas to the students
during their activities. His contribution ensured that I would not be too busy, andtogether, we were able to create a positive, multicultural environment for the entire class.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
In-Class Group Discussion (20-30 minutes)
Please form a group of 3-4 people and explore the following topics. you will be expected
to share your group’s findings and key takeaways with the entire classroom.
·- How does the mediatisation of the current Israel - Palestine War in the Gaza shape
the legitimacy and delegitimacy of each side. Give precise examples.
·- Give examples of the role of immediacy, hypermediacy, mediality in creating theconcept of diffuse war within this Israel - Palestine conflict.
·- How ‘priming’ is further shaping notions of security and insecurity with this Israel Palestine conflict?
Discuss how specific iconic images (please select one designated for your group) go
beyond their original contexts and make profound after-affects, all the while taking into
account the mediality that surrounds these visuals.
- min. 300 words*** Use online sources from social media (FB, Instagram, etc) as well as traditional
mainstream news media (both the Western and the Arab Media).

88Special Lecture in Innovation ED
MAKINO Emi
English120 students
APM
FA2023 Q1Course Overview
Learning about startups and innovation through a simulation game

In your opinion, what is inclusive teaching? What is it not?
Empirical research on teams has shown that breakthrough innovation is possible only
through diverse teams. However, diversity in practice is extremely hard, especially withstudents who have little real-life experience working regularly with people fromdifferent cultures and nationalities. Inclusive teaching for courses in innovation andentrepreneurship, first and foremost, must focus on creating a safe environment for
students to speak up. It is not enough to create diverse teams. There should be some
scaffolding to encourage students to share their thoughts without negative
repercussions. In practice, however, it is very hard to provide and maintain psychologicalsafety in all the groups. The physical environment (including classroom equipment andseats) also play a major role and is often out of the instructors’ control.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
This course was designed around a simulation game that was played in teams. The gameused a lot of video, and therefore required a stable, internet connection. Due to the WiFi
problems, we decided to split the 120 students into three classrooms and utilized the IPS
rooms which have computers with wired connections. A TA (including the DITA) was
assigned to each of the three classrooms to make sure that students could address any
issues (both technical and content related) right away. The instructor and the TAs regularly
monitored the group work to make sure students felt comfortable in their discussions.

How did you help students understand course learning
objectives and expectations?
The simulation game used in the course, the Entrepreneurship Game developed by
Wharton Interactive, is a highly experiential and interactive way to learn about high techstartups and entrepreneurship. Students have to make decisions to manage atechnology-based venture through both role play and analysis.

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The game uses alternative reality technologies, meaning that each game unfolds
differently depending upon the decisions made. There are both individual and teambased activities built into the game. Students filled out reflection sheets after every classto further stimulate learning. Students were also asked to generate questions for two
quizzes about the simulation game. These quizzes reinforced the learning from the game
more effectively than the instructor creating the quiz.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
The simulation game itself was the primary way the students engaged with course
materials. Students played the game by having virtual online meetings with the main
protagonist (the CEO and researcher) and other characters. The game play was
supplemented by knowledge-based lectures given by Wharton faculty and alumni. The
primary role of the instructor was as a facilitator. While this may sound hands-off, it is apedagogy that is become more and more common in both organizational development
and in learning. Direct instruction/teaching is not always an effective pedagogy forexperiential learning classes.

How did you make group work more inclusive in your class?
The TAs and I tried to monitor the groupwork during class. Students who had cold
symptoms were sometimes given permission to participate online. This option wasoffered to assure the health of the group members while also giving the symptomatic
student an opportunity to continue to play the game. However, we learned that theparticipation via online was not very effective and was the source of team problems. In
future courses using team-based simulation games, additional thought is necessary tounderstand the trade-off between access and quality of learning. The instructor
repeatedly communicated to students that if there was any team conflict that could not
be taken of by the students, that they should come to the instructor. A few groups
indeed came to the instructor for help, and the instructor was able to intervene.

How did your TA support your practice of inclusive teaching inclass?
This course could not have been possible without TA support. Due to the course
logistics, we had to split the students into three separate, IPS classrooms. We had one
regular TA, one TA supplemented by APM, and the DITA. This was the minimum
number to be able to run this course. In addition, we had one student with special needs.
The instructor would not have been able to pay enough attention to inclusivity without
the aid of TAs. Zoom was used to connect the three classrooms. Despite the use oftechnology, it was still imperative for the instructor to go from classroom to classroom tofacilitate the simulation game. This would not have been possible without the TAs.

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Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
The use of the simulation game itself is an example of inclusive teaching. The gameprovided students with the opportunity to have a “virtual internship” with a high-techstartup. Even though it was simulated, it nevertheless enabled every student to have avicarious experience of working at a startup. I would also argue that the sharedexperience of playing the game fosters inclusivity, not only through the extensive group
work but also because the experience is shared. That said, some groups did not function
effectively, especially when not all students showed the same level of engagement. Thisis still a successful learning experience, because the students in such teams were able toreflect upon why the team effort was ineffective, without having to worry about realworld concerns such as being fired or getting a paycut or being demoted.

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Business Data Analysis
RUIZ NAVAS Santiago
English208 students
APM
FA2023 Q1Course Overview
The course is based on the idea by Peter Druker "You can't manage what you can'tmeasure." In other words, the course aims to introduce how data analysis can guidedecision-makers to achieve their objectives. We will explore the implementation of data
analysis to support the company's overall strategy across various business processes
such as marketing, human resources, and sales.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is making the environment in and outside of the classroom a “safe”
one, where students, professors and guests feel they can express and be themselves,
the teaching contents are inclusive of student’s backgrounds and connect to their culture
and personalities. In general, it is an experience where the stakeholders involved inteaching are aware and act on the teaching and learning environment making it a place
where everyone is welcome to be themselves while learning.
By environment I mean, class content, feedback, curriculum, etc.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I revised the examples provided in class to be general and applicable to all students’backgrounds.
I checked the language I used to make it accessible, for example avoiding jargon andcomplicated words.
I asked DITA to help students with any issues regarding groupwork, plus I included
various warming up groupwork activities so the students could meet each other to getused to their new groups.
This was a huge class, so it was harder to manage, an additional component I used thistime was to add roles and responsibilities to each role, one of the roles was the leader
and his performance (score) was linked to the overall performance (scores) of the team.
This measure plus constantly reminding them about their responsibilities and the impactof having free loaders help me to empower them to self-evaluate their team performanceand motivate the leaders to act quickly to solve any issues emerging with the team, thisimproved their contact with the DITA and the quality of their answers in the peerevaluation survey.
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How did you help students understand course learning
objectives and expectations?
Wrote them in the Syllabus.
Explained all over again the content of the syllabus in the first class and took their questions.
Show them the activities we were going to do to achieve the objectives.
Explained the why behind the objectives of the class and how each class connected tothese objectives.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Groupwork
Mid-term
In-class activities
Question and answers
Final
Asynchronous work in Discord

How did you make group work more inclusive in your class?
DITA is key to helping the groups to solve their communication problems, such as language
barriers, cultural misunderstandings and even personality conflicts. The DITA checked on
the work of the groupworks during class and reported when difficult issues emerged.

How did your TA support your practice of inclusive teaching inclass?
Additionally, to the group work, DITA brought to me questions and issues from students
regarding explanations they found confusing or questions they felt they could not ask
me at class time, because I was busy, or they were shy. In this sense DITA are acommunication channel that feels closer to the students, and they feel more confident toshare with them their worries. Hence improving the communication flow of the class andin turn improving inclusivity.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
They had to select a company they care about, either they work on it (Baito) or theyknew somehow the owners (their family or relative business) to do their HomeWorks
and practice the concepts shared in class. This helped them to take the work more
seriously and be more engaged and involved in delivering a higher quality result, since
they were working with companies close to them.

93Media and Communication in the Asia
Pacific Region
MANTELLO Peter A.
English7 students
APS
FA2023 Q1Course Overview
Introduction
Surveillance Studies explore the development of organized observation within society.
This course surveys the evolution of surveillance as a mechanism of social control andprogress. The course traces a historical arc across various time periods (Ancient Times,
the Middle Ages, the Renaissance, the Enlightenment, the Age of Empire, the Industrial
Revolution, WWI, WWII, the Cold War, and finally, the post-9/11 era of Global
Surveillance). The course will show how surveillance, once a signpost of authoritarianregimes became a crucial pillar of modern liberal democracy, particularly, in theadvancement and promotion of life. Conversely, by tracking its expansion of surveillance
into other fields (from the health sciences and immigration to online marketing and law
enforcement) the course illustrates how this same convergence of social, political, andeconomic forces now threatens the very ideals that liberal regimes purportedly adhere
to, namely, an individual’s right to privacy and secrecy. The course adopts a historical yet
inter-disciplinary approach that draws from the works of notable thinkers such as
Foucault, Deleuze and Virilio. The course will help students to understand the role ofsurveillance in such things as:a. How conscription and taxation of individuals fueled the growth of the Roman Empire.
b. Why the practice of drills and uniforms were instituted in 16th century armies.
c. Why Bentham’s Panopticon became synonymous with modern visuality.
d. How IBM helped to facilitate the racial sorting and classification of European Jews
during the Nazi regime. e. Why the Space Race of the Cold War was more about‘looking down’ than boldly going where nobody else had gone before. How early 20thcentury market research was born by shifting focus away from the factory floor to thehousehold.This course explores the development of organized observation withinsociety. This course surveys the evolution of surveillance as a mechanism of social
control and progress. It addresses in an interdisciplinary and theoretical fashion
surveillance in major sectors of society such as consumption, workplace, policing, health,pandemic, School, and Self-surveillance etc. The course consists of my lectures, student
discussion and group interaction and student presentations, and weekly quizzes basedon the assigned readings.

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The course is designed first, to develop historical skills, and second to impart knowledgeof the role of surveillance in shaping modern liberal society. Content Knowledge The
course will help students to develop a critical framework for understanding the historicaldevelopment of surveillance in the context to military discipline and intelligence theorigins of state administration and census the advent of work monitoring and supervisionof the industrial revolution 19th and 20th-century policing and crime control
practicesCold war ideologies and rivalries the institutionalization of securitization 20thcentury consumption, consumerism, and connectivity.
Familiarisation with some of the less known social and political processes ofsystematized observation in the rise of the modern army, the nation-state, the urban
space, and consumerism. The influence of surveillance in early 20th-century
consumption, communication, and connectivity.
A nuanced appreciation for the history of surveillance as manifested in art, film, andliterature.
Broader knowledge in regards to the impact and implication of surveillance on thedevelopment of modern liberal democracy.
Skills This course will introduce students to:The reading, interpretation, and evaluation ofprimary and secondary sources as well as course related material found in literature, art
and film;
Developing and framing historical questions and arguments;
Integrating primary and secondary sources, historical data, and historical arguments into
narratives that interpret, evaluate, and impart meaning to past events
Attributing source materials properly in your media writing

In your opinion, what is inclusive teaching? What is it not?
Inclusive learning and teaching identifies that all students regardless of race, gender,
religion ethnicity or socio-economic background deserve a class room experience that
understands and respects diversity, facilitates involvement, eradicates borders and is proactive in understanding and considering the individual learning requirements andpreference of students.Inclusive teaching is not just making sure that everyone is included.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
By ensuring that all students had a voice in the class and that all students were able toparticipate in the group events as well as speak their minds. Importantly, there was a lotof humor that was circulated by both the teacher and the students. It was a very
important key in breaking the ice with many of the students who did not know otherstudents but also lightened the atmosphere and made students feel relaxed and open to
speak their minds.

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How did you help students understand course learning
objectives and expectations?
Students were given lectures and recaps of the lectures. They were also given precise
instruction in their group projects which identified the anticipated learning outcomes.
Students were given online quizzes each week, made to do short assignment
presentations and these quizzes were discussed in the following weeks class.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were given my lectures for 40% the class time, then based on the lecture topic
they broke up into working groups to research a given break out activity for 30% of classtime. Then the final 30 % was devoted to each member of each group presenting one
particular aspect of their group activity. In this way, every member of the group

How did you make group work more inclusive in your class?
Students were given the opportunity to share their unique personal experiences withvarious aspects of systematic monitoring in education, commercial spaces, law
enforcement, surveillance capitalism and public discourse as well as contributing various
cultural perspectives on many aspects of surveillance in daily life.

How did your TA support your practice of inclusive teaching inclass?
The TA made sure to divide the students into diverse groups comprised of various
nationalities. The TA also helped create the activities and suggest ideas to the students
during their activities. His contribution ensured that I would not be too busy, andtogether, we were able to create a positive, multicultural environment for the entire class.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Group Topics
1. Discuss the impact of Japan’s surveillance systems on democracy in the current
political climate of security and secrecy. How has the implementation of the State
Secrets act affected the ways in which surveillance is promoted and conducted?
2. Discuss the problems and issues of corporate collection of behavioral data (foradvertising purposes). How does the allure of behavioral data impact individual
privacy, decision-making and social behavior.

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1.
2.
3. Discuss the implications of smart cities and pervasive surveillance in which people
are increasingly monitored, categorized and managed as logics flows. What is theplace of human rights, privacy, but also equity, access to services and justice in aworld of pervasive surveillance?
4. Discuss the role of surveillance in counter-terrorist programs such as the UK’s
Prevent program. How does the search for radicalization indicators reaffirm
preemptive and discriminatory policing practices?
5. Discuss the social and political implications of sous-veillance – the bringing ofsurveillance down onto humans in the form of wearable cameras as (i) A way tomonitor community activities from a personal perspective or (ii) as way in which tomonitor the use or abuse of power relations (filming the actions of police at a protest
rally).
6. Discuss the Delueze’s notion of Control Society in popular culture, either through theworld of videogames such as Orwell, Watch Dogs, or Paper’s Please, or throughcontemporary film and TV.
7. Discuss role of ratings systems as a growing form of lateral surveillance (peer to peer
surveillance) as a form of social control. You can use examples such as the mobile
app known as Peeple, the 8th film from the series in Community called App
Development and Condiments (2014), the fiction book Down and Out in the Mobile
Kingdown (Doctorow, 2003) mainstream films such as The Circle (2017) and Ingrid
Goes West (2017).

97

Environment & Sustainable Developmentin Asia Pacific
MAHICHI Faeze
English40 students
GSAM
FA2023 Q1Course Overview
The course was designed to help students to understand the basic concepts andprinciples of environmental science and environmental issues. Upon completion of thecourse, students were expected to be able to analyze the causes of various
environmental issues and preventable measures.

In your opinion, what is inclusive teaching? What is it not?
In my observation and opinion, inclusive teaching includes, and actively engages every
student, and instructor in the transfer of knowledge and encourages them to play anactive role in the learning process.
The course was offered to master students as a GSAM course and mainly had four
actors: 1) the students, 2) the TA, 3) the instructor, and 4) the guest speaker.
The 40 registered students were grouped based on students’ major and nationalities by
the TA and the instructor in groups composed of 2~3 students (to have relatively mixed
students based on their language skills and background knowledge). The students, withthe support of the TA and instructor, were instructed and encouraged to work
inclusively throughout the course in the following three main course activities:
1. Finding and discussing recently published articles from their home country on
lecture-assigned topics: The lecture assignments were pre-lecture assignments foreach class. Based on the learning design of the course, these questions have guided
the students to study, prepare, and get updated about the content being discussed
in the next class. Each group member was encouraged to read the other members’
submitted assignments and comment on them, as a part of the inclusive learning
process. The students’ submissions indicated that the assignments had great value
and as effective procedures have encouraged the students to study more andengage with their fellow group members.
2. Final Group Project: All group members had to join in and work on a final groupproject based on writing a report and designing an infographic on the assigned
theme of designing “100-Years Old Sustainable Beppu” which was related to thecourse.

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As the groups were composed of students from different nationalities andbackgrounds, it had the potential to learn extensive skills such as research, time
management, and effective group communication and group work, to create theproject about the value, importance, educational role, and contribution toenvironmental science and sustainability concepts of sustainable food system.
In my observation and opinion, inclusive teaching does not include the one-way transfer
of knowledge from the instructor to the students, nor accept the passive role of thestudents in the learning process.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
1. The TA and the instructor often guided and encouraged the students to conduct
active discussions within their groups by sharing case studies from their own
country. Additionally in the middle of the class, the instructor always interacted withthe students by asking multiple questions for individual responses or discussions ingroups. These interactions create an inclusive environment encouraging students toshare their own opinions and knowledge.
2. Besides that, at the beginning and the end of each class, the instructor and TA
always remind students that the teaching team is always open to any questions
through emails regarding the class materials, group works, assignments, etc. The
students also were given the exception of attending the class in the case of any
health-related issues. The performance of each student was closely monitored by the
instructor and TA and extra support was offered to students with low performancethrough direct email communications.

How did you help students understand course learning
objectives and expectations?
The class syllabus and the course policy were explained by the instructor on the first dayof the class. Also, after the 4th class, the group division is informed to the students andthe group work begins. We explained to students in detail how to do assignments on
Moodle and shared assignment submission guidelines.
During the semester, I evaluated the student’s group work performance and encouraged
the students to keep improving their scores. In addition, the TA frequently has notified
them of the importance of group work and encouraged them to do their assignments aswell as offering extra support.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?

99

In most of the classes, the instructor has asked students to discuss with their groupabout the topic that has been discussed in the class. In every class, groups were
instructed to submit the names of absent or inactive members so that after the class, theTA could email and encourage them to be active in class group discussions. After the inclass group discussion, the TA was instructed to call a random group number or inactive
group number to challenge them by answering the questions asked in the class. This
activity has increased their sense of responsibility as a student for being active in classdiscussions. After calling random groups, the instructor also welcomed any volunteer
group to share any interesting answers.
Additionally, at the end of each class, the class assignments were given to the students
which were lecture assignments related to the next class topic. The reported cases
needed to be from each student’s home country. In this way, the students were
instructed to search and get updated about the assigned topics from their home country
as pre-lecture readings. On some occasions, students were encouraged to share withthe whole class what they found about environmental issues in their country.
The pedagogical design of the class was teaching the theories and providing knowledge
as well as practical planning and implementation. As an instructor, I have conducted 13
lectures and provided the students with knowledge of basic concepts of the field. I haveinvited Ms Akiko Goto , the founder of Oita Organic Market to share with students
Japan’s policies and vision on sustaining the food system and organic farming. Most of
the students were interested and have shown developing some knowledge and skills in
understanding and applying the gained concepts in particular for designing “FromOrganic Farm to GloCal Organic Food” (as assigned final group project).

How did you make group work more inclusive in your class?
During the course, students were exposed to a variety of sources to provide them with arealistic view of how environmental and sustainable development can contribute tosustainability, in particular to the food system. The course provided knowledge and helped
to cultivate perspectives based on outside-of-the-box thinking. Groups were formed
evenly in such a way that promoted the multi-ethnic, multi-lingual, and backgroundknowledge of students. By reading the cases outside of their own country, students could
see the differences and variety of problems occurring in the world. Moreover, the final
group project was designed in a way that required group-inclusive collaboration, planningand actions, a mixture of conducting research and writing the report.

How did your TA support your practice of inclusive teaching inclass?
The TA played the role of discussion facilitator, logician, guide, and model student. Listed
below are some of the many tasks completed by the TA's:
1. Replying to the students’ questions through Moodle, emails, lecture time, etc. Since
the instructor could not focus on every possible problem or question that may comeup during the course, the role of a TA was to facilitate the class.

100

1.
2. Guide and model students. TA was a senior undergraduate student. She could bridge
the relationship between the instructor and the course students. TA as anundergraduate student played as a role model for graduate students has guided thecourse students through the weekly coursework.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I have invited Ms Akiko Goto, the founder of Oita Organic Market to share the history,
current, and future challenges of the sustainable food system in Japan. The students
were instructed to work with their group members inclusively, utilize the knowledge they
have received through the course and Ms Goto’s talk, and implement a sustainable foodframework as assigned final group project.
The following are some photos taken from Ms Goto’s talk on November 3rdt, 2023.

101

102

Community Development FA
KIMURA Rikio
English15 students
GSA
FA2023 Q1Course Overview
Course Objectives
This course aims at equipping students to become scholar-practitioners by integrating aswell as interrogating both theories and practices of community development. This course
discusses the key aspects of community development from the epistemological, criticaland practical points of views. Such aspects include community resources, community
capacity development, participatory development, participatory governance, andorganizational issues of community development organizations. In order to delve into theepistemological and critical issues of these aspects, this course will also employ pertinentsociological theories.
Standards of Course Completion
Students should be able to delve into epistemological assumptions behindcommunity development practice.
Students should be able to critically analyze community development practice.
Students should increase their abilities to implement community development
practices in an epistemologically and critically informed manner.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is where student feel that they are supported by an instructor, a TA
and their group peers so that they feel the sense of belonging. Inclusive teaching is also
where students feel that their differences and uniqueness are valued.
To be more specific, inclusive teaching is, first of all, interactive teaching where there areregular exchanges of ideas even in a lecture so that their diverse perspectives are
represented in the classroom and they feel included. It also includes effective group workwhere there is mutual help and respect between students so that they feel included intheir groups and their unique perspectives are valued (Kimura et al., 2021). Finally, it isalso teaching where there is democratic space where students are empowered and an
instructor is disempowered towards equalizing their power relationship in order to create
the sense in which students feel that this is ‘our class.’
Inclusive teaching is not predominantly didactic teaching where an instructor keep lecturing
and treat students an empty container, into which the instructor deposits knowledge.

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Kimura, R., Shin, K., Cutting, M. and Mahichi, F. (2021). Inclusive Leadership Education ina Multicultural Educational Setting: A Review of Conceptual Models, Practices andMeasurements, the Center for Inclusive Leadership Discussion Paper.
https://en.apu.ac.jp/cil/research/CIL_Discussion_Paper_LitReview_Final_rev1.pdf

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I made myself and a TA approachable and available by using a positive welcoming tone
and practicing prompt and sincere feedback to students’ inquiries. A TA and I also
strived for facilitating mutual help among students in their small groups (Kimura, 2020 &forthcoming). I also held an Appreciative Inquiry Workshop in one of the sessions tomake the class the best learning experiences for students and to empower the voice ofstudents (Kimura, 2017).
Kimura, R. (2017). Creating Classrooms for ‘the Best Learning Experience’ throughAppreciative Inquiry, Ritsumeikan Higher Education Studies (17),pp.131-149.
https://ritsumei.repo.nii.ac.jp/?
action=pages_view_main&active_action=repository_view_main_item_detail&item_id=80
01&item_no=1&page_id=13&block_id=21
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114. https://ritsumei.repo.nii.ac.jp/?
action=pages_view_main&active_action=repository_view_main_item_detail&item_id=13
273&item_no=1&page_id=13&block_id=21
Kimura, R. (forthcoming). Exploring Teaching Assistants’ Potential to Facilitate
Multicultural Group Work in a Multicultural Undergraduate Classroom in Japan. Journalof Comparative & International Higher Education.

How did you help students understand course learning
objectives and expectations?
I verbally explained to the students about multicultural cooperative learning as a course
learning objective in the first session of the course.
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114. https://ritsumei.repo.nii.ac.jp/?
action=pages_view_main&active_action=repository_view_main_item_detail&item_id=13
273&item_no=1&page_id=13&block_id=21
Kimura, R. (forthcoming). Exploring Teaching Assistants’ Potential to Facilitate
Multicultural Group Work in a Multicultural Undergraduate Classroom in Japan. Journal ofComparative & International Higher Education.

104

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were required to submit mini assignments on Moodle before each session. Thiswas for them to prepare for the session. The significant portion of the class time wasspent on group work where students learned by discussing and exchanging ideas with
their peers (Kimura, 2020 & forthcoming). The major part of their group work was used
for group case study analysis, which was a modified pedagogy of the case method.
Finally, students wrote the final paper, in which they employed and operationalized
concepts and theories learned from the course to analyze an actual community
development case.
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114. https://ritsumei.repo.nii.ac.jp/?
action=pages_view_main&active_action=repository_view_main_item_detail&item_id=13
273&item_no=1&page_id=13&block_id=21
Kimura, R. (forthcoming). Exploring Teaching Assistants’ Potential to Facilitate
Multicultural Group Work in a Multicultural Undergraduate Classroom in Japan. Journal ofComparative & International Higher Education.

How did you make group work more inclusive in your class?
I had pre-session meetings (30 minutes each ) with my TA to particularly discuss group
work of the day. I have done this practice when I was doing MCL through the academic
office (Kimura, 2020) and the Pedagogy Grant research (Kimura, forthcoming) and the
DITA research through the CIL. I have also accumulated the facilitation and intervention
tips through my collaboration with TAs over the years and passed those on to my TA sothat she utilized those when engaging with small groups (Kimura, 2020 & forthcoming) .
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114. https://ritsumei.repo.nii.ac.jp/?
action=pages_view_main&active_action=repository_view_main_item_detail&item_id=13
273&item_no=1&page_id=13&block_id=21
Kimura, R. (forthcoming). Exploring Teaching Assistants’ Potential to Facilitate
Multicultural Group Work in a Multicultural Undergraduate Classroom in Japan. Journal ofComparative & International Higher Education.

How did your TA support your practice of inclusive teaching inclass?
The same as above.

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In addition, the TAs did not spoon-feed them but facilitated group members to think
together to solve group assignments by indicating which concepts and ideas learned in
the course they should employ (Kimura, 2002 & forthcoming). I also asked her to share
her experience with this course last year so that students are motivated to work hard inthis course.
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114. https://ritsumei.repo.nii.ac.jp/?
action=pages_view_main&active_action=repository_view_main_item_detail&item_id=13
273&item_no=1&page_id=13&block_id=21
Kimura, R. (forthcoming). Exploring Teaching Assistants’ Potential to Facilitate
Multicultural Group Work in a Multicultural Undergraduate Classroom in Japan. Journal ofComparative & International Higher Education.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.

106

Special Studies (Development Economics)
FA
KIM Sangho
English7 students
GSA
FA2023 Q1Course Overview
This course introduces the practice of econometrics. It deals with applications ofstatistical methods to testing and estimating economic relationships. The main topics
cover a review of statistical inference, the linear regression model, extensions of thebasic linear regression model, and problems that arise when analyzing panel data bymeans of regression models. We will use the Stata software in data analysis, and you
will become familiar with the program.

In your opinion, what is inclusive teaching? What is it not?
I think inclusive teaching means providing an opportunity to learn and grow for everyone
taking my course, irrespective of their academic background. Even though GSA is
graduate school, our student level is widely distributed from someone without any
economics background to having majored in economics and even practiced it. Also,
academic preparation differs greatly from country to country depending on country’s
educational development. It is hard to find a teaching level to include all of them to attaincertain knowledge in this very technical course, which is also essential for quantitative
research. I tried to teach not only theory but practice, so every student obtains usefuland practical knowledge regardless of their background. I also explain theories in theirpractical context intuitively.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
This is graduate course, and we are engaged with professional learning. I give enoughtime for every student to follow teaching material and instruction especially about
software program. I always repeat and review whenever important and difficult
concepts come up. I make them follow every step when teaching programming
software. I don’t assume that they know very much about econometrics even though
there are some students with prior knowledge. To those who have prior knowledge, I try
to give extra knowledge to inspire them by teaching how we can interpret the theory
and model in the real world. Because they are given their own individual final report,
they can also have an opportunity to learn by applying their learning.
107How did you help students understand course learning
objectives and expectations?
My objectives are clear: First, teach students how to use econometrics programming
software and teaching them models that they can apply to their own research. Secondly,
give them an opportunity to learn about applied econometrics through econometrics labclasses. I give them an opportunity to learning-by-doing while preparing for the final
report. After learning my course, every student starts to use the program, and they l start
to learn econometrics by doing. This is practical way of learning and teaching that fit ourstudent level. I know students who passed my course can use econometrics model in
their research. I teach them how to swim to survive without teaching them kicking andstroking beautifully, which they will be interested in learning eventually while enjoying
swimming.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
I gave them homework to collect data by teaching them how to collect and launch theirown research in a way to preparing for final report. After teaching each chapter, I
followed teaching with computer programming practice. I introduce Stata by showing
them introductory videos I made personally. I show them three videos for three
beginning chapters. After I instruct them econometric model, then I teach them how toapply them in practice by using Stata. This is a step-by-step demonstration everyone
can follow.

How did you make group work more inclusive in your class?
I ask anyone who understand first and fast to help nearby students to figure out
teaching materials. This helps to build peer support group that they can get help fromclassmates. They can seek help whenever they need help in doing homework.

How did your TA support your practice of inclusive teaching inclass?
I tried to utilized DITA to send her to anyone who has a problem following Stata
teaching during the lab classes because she had learned it and used it for a year. I think
there are students who asked a lot of questions from her and got help. It helped include
some of slow learners in software programming. She also gave private tutoring sessions
to students in using Stata and preparing data and final report. She set up two regularsessions every Monday and Thursday before class to teach students run by priorappointment. I know students used her assistance. She also helped me to prepareteaching materials by typing Stata do-files that I used in lectures.

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Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I made videos to teach students Stata software. Because it is done without permission
from publishers, I cannot open it to public. I ask students follow the video of first threechapters. This will make students familiarize with the software. Individual final report
helps students to apply learning to actual empirical studies. I give them feedback byasking them to present their project at the final class.

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Introduction to International Relations
HEO Seunghoon Emilia
English109 students
APS
FA2023 Q2Course Overview
This introductory course starts by reflecting on the naissance of International Relations(IR), as an academic discipline and as a field of competing perspectives and stories about
our world. It then focuses on actors performing on the international stage before
exploring selected sets of historical and contemporary issues. Taking the flippedclassroom approach (a self-reliant process of reading and writing before coming to theclass), this course aims at spending two months together to deeply think, share, anddiscuss IR in order to understand better how we would like to shape our world—thesymbol of Ritsumeikan Asia Pacific University.

In your opinion, what is inclusive teaching? What is it not?
In my opinion, inclusive teaching (incl.T hereafter), an art of dialogue between andamong instructor and students, refers to, but not limited to, the following threeelements: First, in the most basic idea, incl.T refers to pedagogical methods that invite
students feel welcomed and comfortable participating in class regardless of their origin,nationality, gender, culture, religion, and political affiliation. Second, in International
Relations (IR) classrooms, incl.T encourages students, exposed to various, often
conflicting and competitive, national narratives to learn and reflect the issues throughthe eyes of others. Third, incl.T promotes teaching methods that are interactive andinterdisciplinary, using multiple pedagogical tools such as music, visual arts, kinesthetic
learning in both lecturing and group activities.
What incl.T is not is the exact opposite: a teaching style that risks making students feel
excluded depending on their personal affiliation; that presents a one-sided narrative or
selective part of a whole story; and that makes little efforts in diversifying pedagogicaltools to encourage students learn IR in a more passionate and exciting way.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
As IR issues tend to be heavy and hard to dig into it (e.g. crimes against humanity, war,
global climte change, etc.), I tried to start the class with anecdotes, newspaper articles
review.
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I also invited students to share their own interest in each topic. I also tried to remember
their name and call upon them as much as I can to create a family-like atmosphere.
Before each class started, I showed a short music video clip related to the course theme.
Examples include U2 Ukraine support music live, Heal the world by Michael Jackson,
Semina la pace by Gen Rosso etc. It helped students to get interested in the course andconcentrate for one koma. I opened a discussion forum on Moodle to invite students toshare their idea of music related to the peace theme and selected a couple of them fromthe mid semester. Besides, DITAs were always present in and outside the classroom to
respond to students’ inquiries, difficulties, or questions.

How did you help students understand course learning
objectives and expectations?
I clearly stated the course learning objectives and expectations in the detailed syllabus(uploaded on Moodle before the class started) and spend enough time during the firstclass to explain it one by one. For details, see Introduction to International Relations
syllabus 2023FA. I and DITA reminded students of the learning objectives andexpectations during the semester: I for example wrapped up “today’s class” andintroduced the next class theme by repeating the objectives and expectations. DITA
offered re-cap sessions via zoom or on Moodle that allowed students to freely share
their idea, concern, or learning point of each classes.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
While the lecture content was based on book chapters and academic journal articles, I
allowed students to read novels (we offered a suggested reading list that include forexample The Night by Elie Wiesel, Pachinko by Minjin Lee, Sunflower by Simon
Wiesenthal... ) that helps students grasp the concept of peace and invited them topresent their impression and reflection.
DITA was in charge of managing the discussion forum on Moodle. Every week, we hadinternational news forum where students pick up a news related to the course content
and present it, or other week by week theme (e.g. during the visualizing IR week,
students could share their visit to gallery, museum etc. that helped them reflect onpeace).

How did you make group work more inclusive in your class?
During the very first class, I created a who’s who card game on Moodle (Each student
briefly present themselves including a nickname and list three points that identify themuniquely). I tried to remember their nickname and called them at least once during thesemester. I sometimes read the three points (very fun elements) and asked them toidentify themselves, which played like a game. It helped them all to feel relaxed andwelcomed and get to know each other better.

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To make group work activities more inclusive during the semester, I and DITA madeefforts to prepare them in advance (e.g. pre-assigned questions or essays as spending
some time to learn about the content help students become more active in sharing theirpoint of view about an issue), found a way to make groups with students from various
backgrounds (e.g. domestic + international, APS + APM, 1st year + 4th year students…).

How did your TA support your practice of inclusive teaching inclass?
DITA was present in class every week and took special care of online students
whenever the instructor was concentrated on lecturing. DITA was also in charge of
dealing with students email related to the course inquiries. DITA also offered wrap up
sessions, tutoring sessions on academic writing, and re-cap sessions for difficult content
whenever students asked for help. In addition, we had helpers (two former IPS students
volunteered to participate in class) to offer help on academic writing for completing thefinal research paper or on rehearsing the thematic presentation.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
THEME 1. IR Post
As a groupwork, I suggested students to debate on whether cultural boycotts areconstructive and write a short op-ed for a newspaper.
THEME 2. Creating an APU museum on contested histories
I asked students to share a specific historical event interpreted differently by two statesand suggested them to design a museum on APU campus to help students from allaround the world to learn the past from various angles.

THEME 3. Student Voice on Moodle
I regularly opened a feedback forum (individual) in which students could share what
improvement they think they made, what concerns they have, what they want me and
DITA to work on to support their learning process.

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Biodiversity
MAHICHI Faeze
English227 students
APS
FA2023 Q2Course Overview
The course was designed to help students to understand the basic concepts andprinciples of basic concepts and principles of biodiversity. Upon completion of thecourse, students were expected to be able to analyze the consequences of biodiversity
loss and measure to prevent further loss.

In your opinion, what is inclusive teaching? What is it not?
The teaching method for this class was “Inclusive Learning and Inclusive Teaching”. I
have tried to apply active learning methods to encourage every student to participate intheir own and other group members’ learning process.
The class had mainly four actors: 1) the students, 2) the TA, 3) the instructor, and the 4)
guest speaker.
The 227 registered students were grouped based on students’ international/domestic,
English-language based/Japanese-language based by the TA and the instructor ingroups composed of 5~6 students (to have a relatively mixed students based on theirlanguage skills and background knowledge). The students, with the support of TA and
instructor, were instructed and encouraged to work inclusively throughout the course in
the following three main course activities:
1. Lecture Questions’ submission in Moodle: The lecture questions were followed up
assignments for each class. Based on the learning design of the course, thesequestions have guided the students to review the content discussed in each class.
Each group member was encouraged to read the other members’ submitted
assignments and comment on them, as a part of the inclusive learning process. The
students’ submissions indicated that the assignments had great value and as
effective procedures have encouraged the students to study more and engage with
their fellow group members.
2. News Sharing submission in Moodle: Since the inclusive groups were formed, it waspossible to encourage the students to share recent news articles related to thecourse content from their home countries. Same as the lecture questions, each groupmember was encouraged to read the other members’ assignment and comment onthem, as a part of the inclusive learning process.

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1.
2.
3. Final Group Project: All group members had to join in and work on a final groupproject based on writing a report and designing an infographic on the assigned
theme of designing “Sustaining 100-Years Old Safe Food System in Beppu” in which
was related to the course. As the groups were composed of students from different
nationalities and backgrounds, it had the potentiality to learn extensive skills such as
research, time management and effective group communication and group work, tocreate the project about the value, importance, educational role and contribution toenvironmental science and sustainability concepts of sustainable Beppu.
In my opinion, inclusive teaching does not include one way transferring of knowledge
from the instructor to the students, nor accepts passive role of the students in thelearning process.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
1. The TA and the instructor often guided and encouraged the students to conduct
active discussions within their groups through sharing case studies from their own
country. Additionally in the middle of the class, the instructor always interacted withthe students by asking multiple questions for individual responses or discussions ingroups. These interactions create an inclusive environment encouraging students toshare their own opinions and knowledge.
2. Besides that, in every beginning and the end of each class, the instructor and TA
always reminded students that the teaching team is always open to any questions
through emails regarding the class materials, group works, assignments, etc. The
students also were given the exception of attending the class in the case of any
health-related issues. The performance of each student was closely monitored by
the instructor and TA and extra support was offered to students with low
performance through direct email communications.

How did you help students understand course learning
objectives and expectations?
The class syllabus and the course policy were explained by the instructor on the first dayof the class. Also, after the 4th class, the group division is informed to the students andthe group work begins. We explained to students in detail how to do assignments on
Moodle and shared assignment submission guidelines.
During the semester, I evaluated the student’s group work performance and encouraged
the students to keep improving their scores. In addition, the TA frequently has notified
them of the importance of group work and encouraged them to do their assignments aswell as offering extra support.

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In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
In most of the classes, the instructor has asked students to discuss with their groupabout the topic that have been discussed in the class. In every class, groups were
instructed to submit the name of absent or zoom breakout room-inactive members sothat after the class, the TA could email and encourage them to be active in-class group
discussions. After in-class group discussion, TA was instructed to call random group
number or inactive group number to challenge them by answering the questions asked
in the class. This activity has increased their sense of responsibility as a student for being
active in the class discussions. After calling random groups, the instructor also welcomedany volunteer group to share any interesting answers.
Additionally, at the end of each class, the class assignments were given to the students
in which were lecture assignments and news sharing related to the class topic. The
reported cases needed to be from each student’s home countries. In this way, thestudents were instructed to search and get updated about the assigned topics from theirhome country as pre-lecture readings. On some occasions, students were encouraged toshare with the whole class what they found about environmental issues in their country.
The pedagogical design of the class was teaching the theories and providing knowledge
as well as practical planning and implementation. As instructor, I have conducted 13
lectures and provided the students with knowledge of basic concepts of the field. I haveinvited series of guest speakers’ talk:
1. Prof Donald Huisingh, Editor-in-Chief Emeritus and founder of the Journal of Cleaner
Production (JCLP)
2. ENOWA Yufuin, Chief Tashi, Junki Hirakawa (Owner of ENOWA Yufuin), Talk title:
From Organic Farm to a unique plate.
3. Mr Matsumoto from Takakura Kogei, Talk Title: Making handcraft brooms fromorganically and locally grown plants that last for 30 years.
4. M Trang Lê. Mai (Animals Asia, APU Class 2020, my former seminar student), Talk
title: Bare Bile Farming in Vietnam and Career Opportunities in Wildlife Conservation
Most of students were interested in and have shown developing some knowledge andskills in understanding and applying the biodiversity concepts especially in particular fordesigning “Sustaining 100-Years Old Safe Food System in Beppu” (as assigned final
group project).

How did you make group work more inclusive in your class?
During the course, students were exposed to a variety of sources to provide them with arealistic view on how environmental science can contribute to sustainability, in particular
to urban sustainability of Beppu city. The course provided knowledge and helped tocultivate perspectives based on outside of the box thinking. Groups were formed evenly
in such a way that promoted the multi-ethnic, multi-lingual and background knowledgeof students.
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By reading the cases outside of their own country, students could see the differencesand variety of problems occurring in the world. Moreover, the final group project was
designed in a way that required group inclusive collaboration, planning and actions, amixture of conducting researching and writing the report.

How did your TA support your practice of inclusive teaching inclass?
The TA played the role of discussion facilitator, logician, guide, and model student.
Listed below are some of the many tasks completed by the TA's:
1. Replying to the students’ questions during lecture time, an in Moodle, and emails.
The TA is my seminar student and well-knowledgeable about the content of thecourse. Since the instructor could not focus on every possible problem or questionthat may come up during the course, the role of a TA was to facilitate the class by
responding some of students questions.
2. Guide and model students. TA was a senior undergraduate student. She could
bridge the relationship between the instructor and the course students. TA as anundergraduate student played as a role model for graduate students has guided thecourse students through the weekly coursework.
3. The TA also supported the instructor for organizing and facilitating the guest
speakers’ talks.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I have invited the following guest speakers for the course:
1. Prof Donald Huisingh, Editor-in-Chief Emeritus and founder of the Journal of Cleaner
Production (JCLP)
2. ENOWA Yufuin, Chief Tashi, Junki Hirakawa (Owner of ENOWA Yufuin), Talk title:
From Organic Farm to a unique plate.
3. Mr Matsumoto from Takakura Kogei, Talk Title: Making handcraft brooms fromorganically and locally grown plants that last for 30 years.
4. M Trang Lê. Mai (Animals Asia, APU Class 2020, my former seminar student), Talk
title: Bare Bile Farming in Vietnam and Career Opportunities in Wildlife Conservation
The students were instructed to inclusively work with their group members, utilize theknowledge they have received through the course and the guests’ talks and implement
sustainability framework in designing a sustainable 100- years old Beppu food system
as assigned final group project.
The following are some photos taken from the quest speakers’ talks.

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1. Prof Donald Huisingh, Editor-in-Chief Emeritus and founder of the Journal of Cleaner
Production (JCLP)
2. ENOWA Yufuin, Chief Tashi, Junki Hirakawa (Owner of ENOWA Yufuin), Talk title:
From Organic Farm to a unique plate.

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1.
2.

3. Mr Matsumoto from Takakura Kogei, Talk Title: Making handcraft brooms fromorganically and locally grown plants that last for 30 years.

118

Entrepreneurship EA
MAKINO Emi
English197 students
APM
FA2023 Q2Course Overview
Active-learning oriented course on entrepreneurship

In your opinion, what is inclusive teaching? What is it not?
In teaching entrepreneurship, the most important aspect of inclusive teaching is tocreate a safe environment within which students are able to freely express and discuss
their opinions without feeling that they may be attacked or disrespected. Entrepreneurs
strive to create value under uncertain circumstances. For students to learn how to
become entrepreneurial, they must be willing to learn from failure under uncertainty.
This does not come naturally, however. Fear of failure is often high among students,
especially in a classroom where students come from extremely diverse backgrounds
such as at APU. Students are asked to step outside of their comfort zone. This does notmean that the instructor simply throw the students into the classroom and see what
happens. It is extremely challenging to design classroom activities that can maintain
psychological safety for all in large class size formats. But I feel that I must continue tochallenge myself to achieve a more inclusive learning environment.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
For this class which initially had over 200 students registered, it was more difficult thanever to help students feel welcome and comfortable participating in class. Instead of
introducing group work from the beginning, I designed the course so that in the early
weeks, there was a lot of individual and pair activities. Many of the activities require
students to reflect upon themselves personally. The goal was to have students
comfortable sharing about themselves. I tried to have students pair themselves withpeople they did not know. For example, rather than talking to the people sitting next tothem, I gave specific instructions to pair with the people behind them. About mid-way
into the quarter, I increased the amount of groupwork. I used the Lego™ Serious Play™
method for teambuilding and to foster a safer environment for discussion. However, due
to the large class size, some students did not always listen carefully to the instructor’s
instructions.
119Without the assigned DITA, the course would have dissolved into total chaos. However,just having one additional DITA is not nearly enough to achieve a inclusive learning
environment in a large class size format.

How did you help students understand course learning
objectives and expectations?
All assignments were posted using Moodle with explicit instructions. I also added someposts regarding course evaluations, and sorted the assignments according to theevaluation criteria. The effective use of learning management systems is crucial forstudents to achieve the learning objectives.
Due to the large class size, in one of my classes right after the winter break, anastonishing number of students were chatting and/or doing other things during class. I
had the teaching assistants monitor what the students in the back were doing. I havebeen teaching for over ten years, and this kind of disruption was not normal for myclasses. Such disruptions by a small minority of students were destroying the learning
experience for the majority who were actively engaged in class. I decided to intervene,
and asked the students to reflect upon academic integrity and what it means in ourcourse. This assignment paved the way for an honest interaction between the students
and myself. I was able to make clear to students, that it was not acceptable to disrupt
class, especially for one that is experiential in nature. The message was clearly
understood, and students cooperated and contributed to the remaining classes by trying
to maintain a calm and positive learning environment for all.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
This course is designed using active/action learning principles. It is highly experiential innature. Many structured activities are offered during the class. I use unconventional
learning methods including Lego™ Serious Play™ which is a lot of work for the
instructor since there were close to 200 students enrolled. But communication isenhanced significantly using the method and was crucial for teambuilding among groupmembers. The large class size however, forced me to drop some exercises I usually do
for this course. Even with two teaching assistants (including the DITA), it is not possible
to prepare and execute some group exercises with this many students. This isunfortunate because these active learning exercises have been proven in my previous
teaching to be effective for learning about entrepreneurship.
For this quarter, I used peer evaluation workshops in Moodle to give students more
opportunities to see the output of other students’ assignment deliverables. Reviewing
one another’s work help students to compare their own work with others. Also, I allowed
students to bring a one page handwritten “cheat sheet” for the in-class exam. Thisencouraged students to study for the examination. Exam scores however, were not ashigh as I had expected though.
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How did you make group work more inclusive in your class?
As mentioned in the previous sections, I incorporated Lego™ Serious Play™ to facilitategroup work. Team assignments were created using a macro that tries to place students
in diverse groups. This turned out to be quite challenging for this course because there
were some nationalities that were overrepresented. The teaching assistants helped toadjust the groups when there were groups which were missing a lot of people. I alsochanged seating arrangements for the groups each period. I have found from experience(and also backed with empirical research) that where students sit affect their
engagement levels and hence their grades. I tried to shuffle where each group sits sothat they are seated in the front, middle and back.

How did your TA support your practice of inclusive teaching inclass?
The TA support was essential to prevent the classes from falling into chaos. They also
helped to check who was late for class and make sure that these people did not disrupt
the activities. TAs helped collate the reflection sheets that were submitted via Moodle.
They also screened the comments in the sheets to monitor whether I needed to address
special needs. The TAs also monitored group work to make sure that students were notconfused and to notify the instructor if there appeared to be problems. Since the classsize was so big and with nearly 50 groups, simple task such as distributing materials
would not have been possible without the assistance of the TAs.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
A hallmark activity of this course was for students to bring a book from home to sell on
campus within a set time limit. This was done in groups. Since this was a capstone
activity, students had been working in this group for some time. It was also anentertaining activity that forced students to get out of the classroom, and approachstudents who were strangers. This activity fosters diversity and inclusion because it is arelatively safe way to encourage students to talk with people they do not know. Students
often have to get out of their comfort zone. This is easier when you are working within
the context of a team.

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MICE産業論 JA
KUBO Takayuki
Japanese
50 students
APS
FA2023 Q2Course Overview
観光の目的は、レジャー（余暇）目的とビジネス（業務）目的に大別することができる。
本コースは、ビジネスを目的とした観光をとりあげ、まずその実態を把握する。
さらに、ビジネス・ツーリズムの具体的な手法としてMICE（Meeting, Incentive,
Convention, Exhibition)に焦点をあて、理論と事例によってMICEによるビジネス・ツーリ
ズムの方法論を習得することを目的とする。

In your opinion, what is inclusive teaching? What is it not?
私にとってのインクルーシブ教育とは、開講する授業の受講を希望する受講生は全員もれなく授業を聴講するだけでなく、授業内外で設定された活動に参加し、教員も含
めてお互いに学ぶ機会があり、それが実現するようなサポートも受けられる状態を意味します。
教員からの一方的な情報提供を主とした授業はインクルーシブ教育とは言えないと思います。一方で、受講生本人もインクルーシブ教育を能動的に受講するという意識を持つ必要があり、そのモチベーションを教員は引き出す必要があると思います。

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
初回の授業オリエンテーションの際に、本授業はダイバーシティインクルーシブ授業であることを説明し、すべての学生は教員とDITAによってケアを受けることができることを説明しました。
グループワークでは、教員とTAが各グループメンバーとコミュニケーションを取り、グループワークから脱落する学生が出ないように注意を払いながら指導しました。
教員に対して個別に質問や相談がしやすくなるようにMoodleに専用の申告の場を設置しました。

How did you help students understand course learning
objectives and expectations?
初回の授業のオリエンテーションの際に授業の到達目標を詳細に説明し、教員の目標は受講生が全員到達目標を達成して良い成績を取ることであると説明しました。

122

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
講義のPPT教材を授業終了後に電子的に配布することを前提に、受講生は授業中にノートを取り、授業後にPPT教材を使いながら復習するように促しました。
毎回の授業の終業後に受講生に復習としてショートレポートを提出させ、提出後受講生が相互にフィードバックを返して相互学習を促しました。

How did you make group work more inclusive in your class?
グループを作る際に、積極的な学生とそうでない学生がバランスよく各グループに配分されるように、事前に提出させた課題の取り組み状況などから学生をいくつかのタイプに分けて混ぜ合わせるように工夫しました。
先に述べましたが、毎回のグループワークではTAと分担して巡回して取り残されている学生がいないかどうか確認しました。

How did your TA support your practice of inclusive teaching inclass?
グループワーク中に各グループの巡回を教員と分担して行いました。
グループワーク発表会では、各グループの発表時間の管理をしてもらいました。
授業外では、受講生がMoodleに提出した課題の提出状況を確認して教員に報告してくれました。必要に応じて学生と個別に連絡をとって課題提出を促してもらいました。
Moodleへの学生の学びの申告に対して簡潔なフィードバックコメントを返してもらいました。

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
今年度は、長崎県庁の吉田政策監およびコンベンションリンケージの石井統括マネージャーにゲスト講義していただき、受講生とそれぞれの講師との間で活発な意見交換が行われました。

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Biodiversity JA
USUI Rie
Japanese
17 students
ST
FA2023 Q2Course Overview
Learn the basics of biodiversity and its related concepts and how biodiversity is formed.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is an approach that create an environment where every student feels
respected and valued in class, regardless of where they come from (background),knowledge, abilities, or identities. As a teacher, I need to recognize and accommodate
diverse learning styles in order to provide equitable opportunities for students’participation and success in class. Inclusive teaching is not simply ticking boxes orimplementing one-size-fits-all strategies. It should go beyond diversity requirements. It
is essential to focus on genuine understanding and empathy, and actively create awelcoming environment where everyone feels comfortable to contribute meaningfully inthe classroom (of course, outside of classroom as well).

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I made an effort in incorporating an icebreaking activity in my first class, so students willknow each other. Then, when it comes to setting the scene for the class, I establishedclear expectations for respectful communication and collaboration including the
explanation for the reason behind some activities (e.g., pair work). I tried to emphasize
mutual respect and value diverse perspectives. I also foster a sense of community byencouraging group work and peer support activities. Additionally, I incorporate inclusive
teaching practices by offering multiple ways for students to engage with the material
such as going outside the classroom to observe the biodiversity on campus by using aphone app. Students really loved this activity. I also gave students regular feedback andencouragement to help boost confidence and motivation. Finally, I tried to remain
approachable and attentive, addressing concerns promptly and demonstrating genuineinterest in each student's growth and well-being.

124How did you help students understand course learning
objectives and expectations?
I provided a detailed syllabus outlining the course structure, objectives, and assessment
criteria. During the first class, I review these materials thoroughly, highlighted key points
and clarified any uncertainties. Additionally, I broke down complex objectives into
smaller manageable tasks, or provide a step-by-step guide. I also illustrated how eachcontributes to overall learning goals. When students’ level of understanding the material
was different, I asked those students who understood the concept or answer to explain
to the peers. It occurred as a pair or as an entire class depending on the questions or
students’ learning progress. Through interactive discussions and examples, I
contextualize the relevance of these objectives and emphasized their practicalapplications. Regular check-ins and progress assessments allow students to gauge theirunderstanding and track their development.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Lectures provided foundational knowledge, but I asked several questions or quizzes
during the lecture to make students actively think and engage in the materials. Students
also watched an online documentary about evolution, which helped them visualize andunderstand the material easily. I had 3-4 students groups to have interactive discussions,which allowed students to ask questions, share perspectives, and deepen theirunderstanding through dialogue. I assigned collaborative final projects with 2-3 students
per group that asked students to design a biodiversity rich campus. They had to work as
a group throughout the course. I asked students to explore the campus to observe nature
as a part practical exercise. Students used a Biome app to take photos of trees, insects,
and birds that they found on campus. Eight teams competed against each other. I’ve had
students to write a short essay about their position regarding biodiversity protection.
This assignment was combined with the reading assignment, where I divided the classinto two groups. Each group is assigned different reading materials -same topic but
different claims. Students were first asked to check what they have read with thosestudents in the same reading group (expert group). Then, students paired up with thosewith different readings to explain to each other what they have read and share theirthoughts. Based on the paired discussion, students have drafted a short essay about
their stance. The draft essay was peer-reviewed by other students. Finally, based on the
feedback from the peer, students wrote the final essay to submit to the instructor as
their final writing assignment, which was assessed towards their grading. I’ve conducted
two quizzes andtests to assess students' comprehension and retention of key concepts. I
invited a guest lecturer (an expert about bees and honey) from the local area to havestudents deeper understanding of biodiversity and potentially to have a futureconnection with people who work closely with nature.

125

How did you make group work more inclusive in your class?
I tried to ensure that groups were diverse in terms of background but it was mostly
Japanese students. I provided clear guidelines and expectations for group work,
including individual responsibilities, timelines, and assessment criteria, to promoteaccountability and fairness. Specifically, I prepared templates so that students can use
and have a better understanding of the outcome I expect them to have as an end
product. There was one international student who has struggled to engage in class andcommunicate with other students. I have talked to him individually to help resolve thesituation and also attended a workshop related to inclusive teaching to teach myself
about the area I have little knowledge about.

How did your TA support your practice of inclusive teaching inclass?
My TA led small group discussions during class, ensuring that every student had theopportunity to participate and contribute their perspectives. They actively encouraged
quieter students to share their thoughts and ensured that all voices were heard. He wasvery attentive about each student. My TA offered individualized support to students whoneeded extra help understanding concepts or completing assignments. My TA also
provided feedback to me on my inclusive teaching practices. He offered suggestions for
improvement and shared insights from his interactions with students. This feedback
helped me continually refine my approach to create a more inclusive learning
environment.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Most of the activities have been already stated above.
I enjoyed teaching this class, thanks to the DITA support!

126

Peer Leader Training I
ROUX Petrus Willem
English36 students
EDLSC
FA2023Course Overview
Through active engagement in the course and course materials, students will:
1. Understand a range of leadership theories
2. Increase self-awareness through the exploration of values, beliefs, culture, and identity.
3. Appreciate the relationship between ethics and leadership.
4. Discover the complexities of leadership and the multidisciplinary nature of leadershipstudies.
5. Compare and contrast traditional and emergent paradigms of leadership.
6. Apply critical thinking to leadership theories and practices.
7. Understand gender and cultural influences on leadership.
8. Examine how films and literature portray leaders
9. Begin to develop a personal philosophy of leadership.
10. Engage in a positive, inclusive learning experience where all students are challenged
and supported.
11. Improve writing, discussion, and presentation skills

In your opinion, what is inclusive teaching? What is it not?
The opportunity to accommodate diversity in the classroom and use it as an advantage
for learning. It means to actively use the power of existing differences to learn aboutothers, explore the politics of difference and utilize the advantages to improveunderstanding between cultures, genders, ages and status or power.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
IInclude students & TA in learning design of the course, make sure that each group isbalanced in terms of culture, background, nationality, gender, etc.
Actively design activities that equalize opportunities for exchange, participation and tolearn about existing differences

127

How did you help students understand course learning
objectives and expectations?
We discussed learning objectives & expectations in the first class.
Students did reflection feedback after each class to understand class content.
Students completed a mid-term and final reflection on course contents.
Opportunities for questions and discussion were offered after every class.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Group discussion.
Q&A sessions with the instructor and TAThink-Pair-Share Activities
Group projects to apply their learning and understanding.
Groups were responsible for teaching content to their classmates through an innovative
learning game.

How did you make group work more inclusive in your class?
Students were divided according to nationality & gender.
Students with special needs were included (in coordination with their needs/requests)

How did your TA support your practice of inclusive teaching inclass?
We discussed plans and ways to foster intercultural communication, which the TA
actively supported and cultivated to help students understand the power and impact ofsharing their diversity and unique background.
We worked together as a team (instructor & TA) to help students understand the needfor continued cooperation between one another. The TA was instructed to actively
encourage and demonstrate skills such as active listening, allocating roles and support
the use and practice of taking leadership in groups.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Group leaders were chosen at the beginning of the semester, with the understandingthat each group member will take a turn to act as a leader for the group. These decisions
and schedules were decided by each group freely. Group leaders were responsible forleading discussions, giving feedback and/or collate opinions from the group during shortpresentations.

128

Statistics/Statistics I
RUIZ NAVAS Santiago
English59 students
APM
FA2023Course Overview
The objective of this course is to give students basic ideas and techniques of statisticalmethods that would be required in business. This course introduces the basic concepts
and methods of statistics, such as:
1. Descriptive statics such as elements, location, dispersion, and relation measures.
2. Introduction to probability in topics such as conditional probability, Bayes theorem,
and discrete and continuous probability functions.
3. Hypothesis testing
4. Linear regression if time allows.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is making the environment in and outside of the classroom a “safe”
one, where students, professors and guests feel they can express and be themselves,
the teaching contents are inclusive of student’s backgrounds and connect to their culture
and personalities. In general, it is an experience where the stakeholders involved inteaching are aware and act on the teaching and learning environment making it a place
where everyone is welcome to be themselves while learning.
By environment I mean, class content, feedback, curriculum, etc.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
I revised the examples provided in class to be general and applicable to all students’backgrounds.
I checked the language I used to make it accessible, for example avoiding jargon andcomplicated words.
I asked DITA to help students with any issues regarding groupwork, plus I included
various warming up groupwork activities so the students could meet each other to getused to their new groups.

129How did you help students understand course learning
objectives and expectations?
Wrote them in the Syllabus.
Explained all over again the content of the syllabus in the first class and took their questions.
Show them the activities we were going to do to achieve the objectives.
Explained the why behind the objectives of the class and how each class connected tothese objectives.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Groupwork
Quizzes
In-class activities
Question and answers
Asynchronous work by Discord

How did you make group work more inclusive in your class?
DITA is key to helping the groups to solve their communication problems, such as language
barriers, cultural misunderstandings and even personality conflicts. The DITA checked on
the work of the groupworks during class and reported when difficult issues emerged.

How did your TA support your practice of inclusive teaching inclass?
Additionally, to the group work, DITA brought to me questions and issues from students
regarding explanations they found confusing or questions they felt they could not ask
me at class time, because I was busy, or they were shy. In this sense DITA are acommunication channel that feels closer to the students, and they feel more confident toshare with them their worries. Hence improving the communication flow of the class andin turn improving inclusivity.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I have an activity where students create histories about how to use independent
probabilities and they are encouraged to frame those histories in their own
backgrounds.

130

I encouraged them to create a survey to gather data about their classmates, they
could create the questions they wanted and then interview their other members of
the class. This helped me to see them more connected and they were able to get toknow each other behind the lens of statistics and through the interviewer,interviewee interaction.

131

Psychology EB
GAYDOS Matthew Joseph
English201 students
EDLSC
FA2023Course Overview
The course introduced students to psychology theories and principles.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching means designing a course so that the atmosphere includes trust andopenness for learning, that students feel safe and like the content matters to them.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I designed elements of the course to include local examples (e.g., Japanese baseball),student mental health issues (e.g., anxiety) and adapted the materials’ difficulty basedon students’ feedback.

How did you help students understand course learning
objectives and expectations?
We regularly reviewed course parameters in-class and I held office hours to help avoid
confusion. Because the course had to change due to students’ needs, communicating the
expectations with students was necessary. It seems to have been successful, as most
students were able to complete the required material and the average grade for thecourse was around a B.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
My DITA helped with Japanese students in particular, translating some of the material
and instructions in class so as to avoid confusion. The DITA also went around to checkon the Japanese students.
I attempted to keep language slow, though jargon is difficult due to thescientific/technical nature of some of the course material.

132

Students were encouraged to work in groups to complete portions of their work, but did
not need to if they didn’t want to.

How did you make group work more inclusive in your class?
Group work was done mostly in-class with students working side-by-side. Students
were regularly encouraged to reflect on their own relevant life experiences and to sharethem with their discussion partners.

How did your TA support your practice of inclusive teaching inclass?
My DITA helped with Japanese students in particular, translating some of the material
and instructions in class so as to avoid confusion. The DITA also went around to checkon the Japanese students.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
One example from my course was that, as students considered different models oflearning and memory, they were asked to review interviews with the baseball player
Ohtani Shohei. Because the interview was conducted in Japanese, students from Japan
should feel a bit more comfortable applying the theories that they had read (in English) tothe course activity.

133

UG Business Ethics EB
KIM Rebecca ChungHee
English110 students
APM
FA2023Course Overview
The course takes a cross-cultural approach to business ethics and CSR (corporate social
responsibility). This subject examines business from an ethical and sustainable
perspective. In particular, it explores the existence of corporations in liberal democracies
and contemporary capitalist societies; ethical concerns surrounding multinational
corporations and globalisation; various issues of applied ethics; management of businessethics; and sustainable concerns on business (e.g., CSR, CSV [creating shared value], UN
SDGs [UN sustainable development goals], and ESG [environmental, social, andcorporate governance]).

In your opinion, what is inclusive teaching? What is it not?
I think how to educate “transferable skills” is critical in inclusive teaching. Students, bylearning and developing an appetite for reflective, adaptive and collaborative learning,
the transferable skill and interpersonal skills for effective listening, negotiating,persuasion and presentation, can be learned.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I’ve initiated the new occasion to create an inclusive and active environment. Students
critically discussed on the different perspectives on CSR/Sustainable Management/ESG
and created suggestions for both companies in Asia and the west. The class gives thestudents the opportunity to research and work with each other, thereby increasing theirintercultural communication and reflective skills.

How did you help students understand course learning
objectives and expectations?
I gave some kind of very critical warning at the beginning of the class that “Never forgetthat you are “reading and working” to be a future critical leader. Beyond regular lectures,
I provided full supplement stories and selected journal list along with emphasizing thefact that “this is an intellectually challenging subject that requires you to demonstrate theability to analyse, synthesise and offer critique.

134

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Beyond contemporary research and case studies, I used a kind of ‘imaginary story’ ofbusiness ethics and SDGs for ALL Contest. By researching and experiencing thesedifferent tools/methods, students can understand that each one’s approach to SDGs isdifferent according to each nation’s institutional context. It makes students to learn
professional practical skills of self-awareness, openness and sensitivity to diversity interms of norms and responsibility.

How did you make group work more inclusive in your class?
Diversity is the key for group designation. At the first class, I asked each one to introduce
their working experience, background and what they want to learn in this Business
Ethics & CSR class. In addition, my DITA TA asked each one their nationalities throughMoodle. All these components were considered in group designation.

How did your TA support your practice of inclusive teaching inclass?
I taught main theories, practices and issues by interactive lecture and discussion. After
that, I usually ask my DITA TA to facilitate case study discussion by using theories thatthey’ve learned in the class. The TA should find the issues and “encourage” theintellectual and inclusive debates as possible as he can, not only debates by some big
voices – that’s my proposal to the DITA TA.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
In the group presentation, students should assess each other and should ask criticalquestions to other groups. It’s not a regular presentation for just listening to it. It is
important for students to learn how to critically and systematically debate with multisided understanding of business ethics in global market. Mature students were happy toshare their experiences and were capable of encouraging each other by asking critical(many times, constructive) questions.

135

Special Lecture in Tourism and Hospitality
JG
USUI Rie
Japanese
31 students
ST
FA2023Course Overview
Learn about special interest tourism and its potential & Design a special interest tour.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is an approach that create an environment where every student feels
respected and valued in class, regardless of where they come from (background),knowledge, abilities, or identities. As a teacher, I need to recognize and accommodate
diverse learning styles in order to provide equitable opportunities for students’participation and success in class. Inclusive teaching is not simply ticking boxes orimplementing one-size-fits-all strategies. It should go beyond diversity requirements. It isessential to focus on genuine understanding and empathy, and actively create awelcoming environment where everyone feels comfortable to contribute meaningfully inthe classroom (of course, outside of classroom as well).

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I made an effort in incorporating an icebreaking activity every time students had a newgroup. When it comes to setting the scene for the class, I established clear expectations
for respectful communication and collaboration including the explanation for the reason
behind some activities (e.g., group work). I tried to emphasize mutual respect and value
diverse perspectives. I also foster a sense of community by encouraging group work andpeer support activities. I also gave students regular feedback and encouragement to help
boost confidence and motivation. Finally, I tried to remain approachable and attentive,
addressing concerns promptly and demonstrating genuine interest in each student's
growth and well-being.

How did you help students understand course learning
objectives and expectations?
I provided a detailed syllabus outlining the course structure, objectives, and assessment
criteria.

136

During the first class, I review these materials thoroughly, highlighted key points andclarified any uncertainties. Additionally, I broke down complex objectives into smaller
manageable tasks, or provide a step-by-step guide. I also illustrated how eachcontributes to overall learning goals. When students’ level of understanding the material
was different, I asked those students who understood the concept or answer to explain
to the peers. Through interactive discussions and examples, I contextualize the relevanceof these objectives and emphasized their practical applications. Regular check-ins andprogress assessments allow students to gauge their understanding and track theirdevelopment.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Lectures provided foundational knowledge, but I asked several questions or quizzes
during the lecture to make students actively think and engage in the materials. Students
also watched an online video about SIT, which helped them visualize and understand thematerial easily. I had 3-4 students groups to have interactive discussions, which allowed
students to ask questions, share perspectives, and deepen their understanding throughdialogue. I assigned two group projects (presentations) with 3-4 students per group: (1)present one type of special interest tourism; (2) design a special interest tour in Beppu.
They had to work as a group throughout the course. I’ve conducted test to assess
students' comprehension and retention of key concepts. I invited guest lecturers from
Oita to have students deeper understanding of SIT.

How did you make group work more inclusive in your class?
I tried to ensure that groups were diverse in terms of background. I provided clear
guidelines and expectations for group work, including individual responsibilities,
timelines, and assessment criteria, to promote accountability and fairness. Specifically, I
prepared templates so that students can use and have a better understanding of theoutcome I expect them to have as an end product.

How did your TA support your practice of inclusive teaching inclass?
My TA led small group discussions during class, ensuring that every student had theopportunity to participate and contribute their perspectives. He actively encouraged
quieter students to share their thoughts and ensured that all voices were heard. He wasvery attentive about each student. My TA offered individualized support to students whoneeded extra help understanding concepts or completing assignments. My TA also
provided feedback to me on my inclusive teaching practices. He offered suggestions for
improvement and shared insights from his interactions with students. This feedback
helped me continually refine my approach to create a more inclusive learning
environment.

137

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Most of the activities have been already stated above.
Thanks for the support!

138